GIFT  OF 


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BARKSDALE  HAMLETT, 
Superintendent  of  Public  Instruction. 


*-u     '      • 


^-  -^  X/^: 


INTEODUCTION, 


This  Course  of  Study  is  intended  for  the  use  of  teachers  of 
the  common  schools  of  the  State,  giving  them  a  definite  idea  of  the 
amount  of  work  to  be  done  in  each  branch,  and  suggesting  methods 
of  doing  it.  It  should  he  studied  and  discussed  in  the  Teachers'  In- 
stitutes and  in  the  local  associations  during  the  year.  A  special  in- 
vestigation of  school  work  with  reference  to  the  adjustment  and  ar- 
rangement of  its  parts,  with  a  study  of  the  best  methods  of  doing  it 
i3  a  professional  study  of  a  very  high  order  The  teacher  who  knows 
the  most  of  these  matters  and  who  most  skillfully  adapts  them  to 
the  daily  work  will  prove  to  be  the  most  successful  in  his  calling. 

Therefore  the  aim  of  this  work  is:  — 

FIRST — To  furnish  an  outline  of  the  branches  required  by  law  to 

be  taught  in  the  schools  of  the  State,  arranged  by  grades  in  accord- 
ance with  approved  methods,  as  a  basis  for  work  to  teachers,  trus- 
tees and  superintendents. 

SECOND — To  advance  the  pupil  step  by  step  through  his  school 
life,  giving  him  systematic  credits  for  v/ork  done  in  order  to  lessen 
the  evil  effects  of  too  frequent  change  of  teachers. 

THIRD — To  unify  the  work  in  the  common  schools  by  furnishing 
a  basis  for  effective  supervision,  and  for  comparing  the  results  of  the 
work  in  different  schools. 

FOURTH— To  enable  the  directors  and  parents  to  know  better 
what  the  schools  are  doing  or  ought  to  do  for  their  children,  and  to 
cooperate  with  teachers  in  their  work. 


CHAPTEE  I. 


THE  EUEAL  SCHOOL. 


1— THE    RURAL    SCHOOLS    DEFINED. 

For  purposes  of  administration,  the  schools  of  Kentucky  are 
divided  by  law  into  six  classes;  schools  in  cities  of  the  first  class, 
schools  in  cities  of  the  second  class,  schools  in  cities  of  the  third 
class,  schools  in  cities  of  the  fourth  class,  independent  graded  schools 
and  subdistrict  schools.  To  the  first  four  classes,  the  term  "city  or 
urban  schools"  is  applied,  while  to  the  last  two  classes,  the  name 
"country  or  rural  school"  is  given.  The  urban  schools  are  patronized 
largely  by  people  engaged  in  the  professions,  in  commerce,  and  in 
m.anufacturing;  en  the  other  hand,  the  rural  school  serves  a  people 
chiefly  engaged  in  agricultural  pursuits.  So  true  is  this  that  the  rural 
school  might  not  inaptly  be  called  the  "Farmer's  School."  Of  course, 
these  rural  schools  are  patronized  by  people  engaged  in  mining  and  in 
lumbering  in  some  sections,  but  the  number  of  such  patrons  is  small 
as  compared  to  the  farming  patrons.  It  may  be  said,  however,  that 
the  rural  school,  located  in  a  purely  mining  section,  presents  more 
of  the  problems  of  the  urban  than  of  the  rural  school.  With  these 
exceptions,  the  Rural  School  may  be  defined  as  a  school  that  serves 
the  needs  of  a  farming  community. 

2— THE  FUNCTION  OF  THE  RURAL  SCHOOL. 

Kentucky  is  an  agricultural  State.  The  problems  in  the  country 
in  Kentucky  are  largely  the  problems  of  the  farm  and  the  farming 
community.  The  problem  of  the  Rural  School  in  Kentucky  is  to  pre- 
pare for  life  on  the  farm  a  great  race  of  farmers.  The  problem  of 
the  "Farmer's  School"  is  not  to  prepare  for  the  professions,  for  com- 
merce, or  for  manufacturing,  but  for  farming.  Of  course,  a  small 
minority  of  the  children  in  these  scholos  will  ultimately  go  into  other 
pursuits  than  farming;  but  the  training  they  will  get  in  the  funda- 
mental things  of  life  in  the  Farmer's  School  will  be  a  good  training 
for  these  pursuits.  It  is  the  business  of  the  Farmer's  School  to  train 
the  farmer's  children  for  the  farm  and  not  away  from  the  farm.  It 
is  the  business  of  the  Farmer's  School  to  train  the  farmer  boy  first 
of  all  to  be  a  Man,  and  second  to  be  a  farmer.  It  is  the  business  of 
the  school,  while  training  the  farmer  boy  to  be  a  Man,  not  to  train 
him  away  from  the  farm  by  belittling  or  ignoring  the  farmer's  life, 

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while  praising  other  vocations.  We  may  safely  go  further  and  say 
that  it  is  the  business  of  the  Farmer's  School  to  purposely  incline  the 
boy  and  girl  toward  the  farm  and  rural  life.  We  may  go  even  further 
and  say  that  it  is  the  business  of  the  Rural  School  to  purposely 
fortifj^  its  pupils  against  the  alluring  calls  of  the  city;  by  teaching 
them  the  advantages  of  life  in  the  open  country  and  the  disadvan- 
tages of  the  city— especially  to  people  not  trained  for  the  pursuits  of 
the  city.  There  is  no  danger  of  hurting  the  city,  for  the  greatest  pos- 
sible danger  to  the  city  lies  in  the  stagnation,  discontent  and  disin- 
tegration of  the  country  districts,  upon  which  the  city  depends.  In 
short,  it  is  the  business  of  the  Farmer's  School  to  teach  the  farmers' 
children  what  they  need  to  know  on  the  farm. 

The  function,  then,  of  the  Rural  School,  is  to  help  the  farmer  and 
his  family  to  live  a  richer,  a  fuller  and  a  more  complete  life  on  the 
farm;  to  aid  the  farming  community  in  organizing  itself  against  the 
forces  of  stagnation,  discontent  and  disintegration  now  at  work  in 
BO  many  farming  communities,  and  to  organize  itself  for  the  advance- 
ment of  social  enjoyment,  economic  prosperity  and  religious  peace; 
and  to  aid  the  County,  the  State  and  Nation  in  securing  a  happy, 
economically   efficient,  intelligent  and  patriotic  citizenship. 

3— THIS    FUNCTION    ANALYZED. 

The  Rural  School  should  set  before  itself  the  specific  task  of 
helping  the  farmer  to  live  more  completely.  To  do  this,  he  must 
know  better  Himself  and  his  Activities.  To  know  himself,  the  farmer 
must  know  his  Lang-uage,  how  to  speak  it,  read  it,  and  write  it 
fluently  and  accurately.  So  far  as  he  uses  the  Language,  the  farmer 
should  use  it  as  accurately  as  anyone  else.  For  him  to  set  for  him- 
self any  lower  standard  than  for  others,  or  to  permit  others  to  do  so. 
is  to  lower  his  own  self-respect.  The  teachers  of  the  Farmer's  School 
should  feel  ashamed  to  have  a  lower  standard  set  for  the  rural  child 
than  for  the  urban  child.  Why  should  not  the  Man,  farming,  pro- 
nounce as  clearly,  and  use  the  simple  rules  of  syntax  as  correctly 
as  the  Man,  clerking,  or  the  Man,  practicing  medicine,  or  the  Man 
preaching? 

The  Farmer  must  know  the  methods  of  Computation;  he  must 
know  Arithmetic.  He  must  be  taught  the  fundamental  operations  with 
numbers  simple,  denominate,  and  fractional,  until  he  can  perform 
those  operations  with  reasonable  rapidity  and  absolute  accuracy.  He 
must  be  taught  the  application  of  these  operations  to  his  own  busi- 
ness, so  as  to  enable  him  to  farm  better,  understand  his  own  life  bet- 
ter, and  make  more  money. 

The  Farmer  must  know  his  own  body  better  as  a  machine,  how 
to  keep  it  clean,  well  oiled,  and  in  good  running  order.  He  must  be 
taught  the  laws  of  health,  the  causes  of  disease,  how  to  avoid  dis- 
ease, proper  sanitation,  in  order  to  be  healthier  and  happier,  and  to 
make  and  save  more  money.  That  is,  he  must  know  Physiology  and 
Hygiene. 


The  Farmer  must  know  the  World  as  his  home,  in  order  to  appre- 
ciate the  relation  of  his  own  life  to  its  environment,  and  the  relation 
of  his  community  to  the  World.  He  must  know  Geography,  especially 
the  facts  and  truths  of  Geography  which  are  related  to  his  own  life. 

He  must  know  his  'Past,  in  order  to  appreciate  the  Present  and 
to  prophecy  the  Future.  He  must  know  History,  especially  such  truths 
as  will  guide  him  in  the  exercise  of  the  functions  of  citizenship. 

And  last,  but  not  least,  he  must  recognize  himself  as  a  social 
unit.  He  must  he  led  to  see  the  truth  that  his  own  substantial  and 
enduring  happiness  depends  upon  the  welfare  of  the  larger  social 
organization,  of  which  he  is  a  part.  He  must  be  taught  Civil  Gov- 
ernment, especially  such  facts  as  will  teach  him  how  to  conduct  him- 
self as  a  good  and  patriotic  citizen  of  the  Community,  the  County, 
the  State  and  the  Nation. 

To  state  these  facts  more  briefly,  the  Farmer,  to  know  himself, 
must  know  his  language,  his  method  of  reckoning,  his  body  as  a  ma- 
chine,  his  home,  his  past,  and  his  social  relations.  It  will  be  noticed 
that  these  knowledges  make  up  the  Common  School  Curriculum  which 
is  a  minimum  equipment  for  Manhood  and  its  duties.  Now,  manhood 
is  more  important  than  any  vocation;  the  Farmer  is  of  greater  value 
than  what  he  does  or  anything  he  produces;  therefore  cultural  educa- 
tion which  has  for  its  end  manhood  and  womanhood  is  of  greater 
value  than  vocational  or  industrial  education  which  has  for  its  end  a 
livelihood,  material  gain,  money.  This  is  not  to  say  that  vocational 
education  is  not  valuable  or  even  of  great  value,  for  it  is  of  very 
great  value. 

Again,  in  order  that  the  Farmer  may  live  better,  he  must  know 
better  and  understand  better  his  own  activities;  that  is  he  must  be 
a  greater  master  of  his  own  vocation.  The  farmer  is  engaged  chiefly 
in  growing,  in  buying  and  in  selling.  The  Farmer's  School  should  in- 
terest the  farmer's  children  in,  at  least,  a  simple  study  of  these 
three  lines  of  action;  and,  what  the  school  does  for  the  farmer,  it 
must  do  for  the  farmer's  wife. 

All  these  things  should  be  taught  in  such  a  way  as  to  make  the 
boy  and  the  girl  think  accurately  and  straight  and  to  make  their 
consciences  sensitive  and  true. 

The  Rural  School  should  set  before  itself  another  specific  task, 
no  less  than  aiding  the  farming  community  in  organizing  itself  against 
the  forces  of  stagnation,  discontent  and  disintegration,  now  at  work 
in  so  many  farming  communities  and  in  organizing  itself  for  th9 
advacement  of  social  enjoyment,  economic  prosperity,  intellectual  de- 
velopment and  religious  peace.  The  rural  school  should  aid  in  these 
community  activities;  and,  if  necessary,  take  the  lead.  In  many 
places,  it  must  take  the  lead;  for  there  can  not  be  a  live  school  in  a 
dead  community.  What  then  are  the  forces  operating  against  rural 
life?  Evidently,  stagnation  is  the  chief  among  them— stagnation  in 
social  life,  stagnation  in  husiness  life,  stagnation  in  intellectual  life 
and  stagnation  in  religious  life.     Take,  for  example,   stagnation    in 


social  life.  In  the  past  the  rural  folk  had  their  rural  pleasures.  These 
were  log  rollings,  quiltings,  corn  huskings,  wheat  threshings,  house 
raisings,  singing  schools,  debating  societies,  etc.  Where  ar^  they  now? 
Gone.  What  has  taken  their  places?  Nothing  except  Stagnation;  and 
stagnation  leads  to  discontent,  and  discontent  leads  to  disintegration; 
and  disintegration  leads  to  social  downfall.  Only  an  organization  of 
rural  life  forces  can  successfully  combat  those  destructive  forces; 
and  the  School  must  aid  in  setting  to  work  such  organizations.  The 
Community  should  ultimately  be  organized  for  all  sorts  of  laudable 
purposes.  It  should  have  organizations  for  social  amusements  for  the 
improvement  of  growing,  buying  and  selling,  for  intellectual  improve- 
ment and  for  religious  uplift,  and  the  School  should  aid  in  all  of 
these  things.  This  is  only  another  way  of  saying  that  the  School 
House  should  be  the  social  center  for  the  Community. 

A  DECLARATION  OF  PRINCIPLES. 

The  National  Educational  Association,  which  held  its  forty-sixth 
Annual  Convention  at  Cleveland  in  July,  1908,  and  representing  teach- 
ers and  friends  of  education  in  every  State  in  this  Union  made  the 
following  eloquent  declaration  of  aims  and  principles: 

1.  Fully  realizing  that  trained  and  skilled  labor  is  a  primary 
essential  to  the  industrial  and  commercial  welfare  of  the  country,  we 
cordially  indorse  the  establishment  by  municipal  boards  of  education 
of  trade  schools  and  evening  continuation  schools;  and  futher  recom- 
mend that  the  instruction  in  these  schools  be  practical  and  efficient, 
and  have  the  advice  and  the  approval  of  the  trade  interested,  to  the 
end  that  graduates  of  these  schools  may  at  once  become  advancd  ap- 
prentices or  journeymen. 

2.  We  recommend  the  subordination  of  highly  diversified  and 
overburdened  courses  of  study  in  the  grades  to  a  thorougH  drill  in 
essential  subjects;  and  the  sacrifice  of  quantity  to  an  improvement 
in  the  quality  of  instruction.  The  complaints  of  business  men  that 
pupils  from  the  schools  are  inaccurate  in  results  and  careless  of  de- 
tails is  a  criticism  that  should  be  removed.  The  principles  of  sound 
and  accurate  training  are  as  fixed  as  natural  laws  and  should  be 
insistently  followed.  Ill-considered  experiments  and  indiscriminate 
methodizing  should  be  abandoned,  and  attention  devoted  to  the  per- 
severing and  continuous  drill  necessary  for  accurate  and  efficient 
training;  and  we  hold  that  no  course  of  study  in  any  public  school 
should  be  so  advanced  or  so  rigid  as  to  prevent  instruction  to  any 
student  who  may  need  it,  in  the  essential  and  practical  parts  of  the 
common  English  branches. 

3.  We  assert  that  the  individuality  of  the  pupil  should  be  care- 
fully considered  to  the  end  that  he  may  be  instructed  in  the  light  of 
his  limitations  and  capacity;  and  we  recommend  to  all  local  authori- 
ties the  necessity  of  greater  care  in  the  arrangement  of  courses  of 
study,  that  they  may    be    adapted    to  the  pupils    to    be  instructed, 

6 


rather  than  the  pupils  should  be  adapted  to  fixed  courses  of  study 
and  an  inflexible  system  of  grading. 

4.  The  public  high  school  should  not  be  chiefly  fitting  schools  for 
higher  institutions,  but  should  be  adapted  to  the  general  needs 
both  intellectual  and  industrial,  of  their  students  and  communities, 
and  we  suggest  that  the  higher  institutions  may  wisely  adapt  their 
course  to  this  condition.  We  also  suggest  to  school  boards  and  super- 
intendents the  importance  of  securing,  for  their  high  school,  teachers 
who  have  not  only  abundant  scholarship,  but  also  successful  exper- 
ience in  teaching  or  efficient  and  practical  training  in  pedagogy. 

5.  There  is  concededly  a  grave  moral  depression  in  our  business 
and  social  atmosphere.  The  revelations  of  the  financial  and  legisla- 
tive world  for  the  past  two  years  denote  a  too  general  acquiescence  in 
questionable  practices  and  standards.  We  earnestly  recommend  to 
boards  of  education,  principals  and  teachers  the  continuous  training 
of  pupils  in  morals,  an  in  business  an  professional  ethics,  to  the 
end  that  the  coming  generation  of  men  of  affairs  may  have  a  well 
developed  abhorrence  of  unfair  dealing  and  discrimination.  The 
establishment  of  the  honor  system  in  schools,  the  ostracism  of  the 
dishonest  or  unfair  pupil,  the  daily  exemplification  in  the  routine  life 
of  the  school  of  the  advantage  of  honest  and  truthful  methods,  are 
commended  to  the  special  attention  of  teachers  as  a  partial  means 
to  this  end. 

6.  The  National  Educational  Association  notes  with  approval 
that  the  qualifications  demanded  of  teachers  in  the  public  schools  are 
increasing  annually,  and  particularly  that  in  many  localities  special 
preparation  is  demanded  of  teachers.  The  idea  that  anyone  with  a 
fair  education  can  teach  school  is  gradually  giving  way  to  the  cor- 
rect notion  that  teachers  must  make  special  preparation  for  the  vo- 
cation of  teaching.  The  higher  standards  demanded  of  teachers  must 
lead  logically  to  higher  salaries  for  teachers,  and  constant  efforts 
should  be  made  by  all  persons  interested  in  education  to  secure  for 
teachers  adequate  compensation  for  their  work. 

7.  It  is  the  duty  of  the  state  to  provide  for  the  education  of 
every  child  within  its  borders,  and  to  see  that  all  children  obtain  the 
rudiments  of  an  education.  The  constitutional  provision  that  all 
taxpayers  must  contribute  to  the  support  of  the  public  schools  logi- 
cally carries  with  it  the  implied  provision  that  no  persons  should 
be  permitted  to  defeat  the  purposes  of  the  public-school  law  by 
forcing  their  children,  at  an  early  age,  to  become  bread  winners.  To 
this  end  the  child  labor  and  truancy  laws  should  be  so  harmonized 
that  the  education  of  the  child,  not  its  labor  shall  be  made  the  chief 
concern. 

8.  Local  taxation,  supplemented  by  state  taxation,  presents  the 
best  means  for  the  support  of  the  public  schools,  and  for  securing 
that  deep  interest  in  them  which  is  necessary  to  their  greatest  effi- 
ciency. State  aid  should  be  granted  only  as  supplementary  to  local 
taxation,  and  not  as  a  substitute  for  it. 


9.  We  cannot  too  often  repeat  that  close,  intelligent,  judicious 
supervision  is  necessary  for  all  grades  of  schools. 

10.  The  National  Educational  Association  wishes  to  record  its 
approval  of  the  increasing  appreciation  among  educators  of  the  fact 
that  the  building  of  character  is  the  real  aim  of  the  schools  and  the 
ultimate  reason  for  the  expenditure  of  millions  for  their  maintenance. 
There  are  in  the  minds  of  the  children  and  youth  of  today  a  tendency 
toward  a  disregard  for  constituted  authority,  a  lack  of  respect  for 
age  and  superior  wisdom,  a  weak  appreciation  of  the  demands  of  duty, 
a  disposition  to  follow  pleasure  and  interest,  rather  than  obligation 
and  order.  This  condition  demands  the  earnest  thought  and  action 
of  our  leaders  of  opinion  and  places  important  obligations  upon  school 
boards,  superintendents  and  teachers. 

11.  It  is  apparent  that  familiarity  with  the  English  Bible  as  a 
masterpiece  of  literature  is  rapidly  decreasing  among  the  pupils  in 
our  schools.  This  is  the  direct  result  of  a  conception  which  fegards 
the  Bible  as  a  theological  book  merely,  and  thereby  leads  to  its  ex- 
clusion from  the  schools  of  some  states  as  a  subject  of  reading  and 
study.  We  hope  for  such  a  change  of  public  sentiment  in  this  regard 
as  will  permit  and  encourage  the  reading  and  study  of  the  English 
Bible,  as  a  literary  work  of  the  highest  and  purest  type,  side  by  side 
with  the  poetry  and  prose  which  it  has  inspired  and  in  large  part 
formed. 

12.  It  is  important  that  school  buildings  and  school  grounds 
should  be  planned  and  decorated  so  as  to  serve  as  effective  agencies 
for  educating,  not  only  the  children,  but  the  people  as  a  whole,  in 
matters  of  taste.  The  school  is  becoming  more  and  more  a  com- 
munity center,  and  its  larger  opportunities  impose  new  obligations. 
School  buildings  should  be  attractive,  as  well  as  healthful,  and  the 
adjoining  grounds  should  be  laid  out  and  planned  with  appropriate- 
ness and  beauty. 

13.  The  highest  ethical  standards  of  conduct  and  of  speech 
should  be  insisted  on  among  teachers.  It  is  not  becoming  that  com- 
mercialism or  self-seeking  should  shape  their  actions,  or  that  intem- 
perance should  mark  their  utterances.  A  code  of  professional  con- 
duct clearly  understood  and  rigorously  enforced  by  public  opinion  is 
being  slowly  developed,  and  must  one  day  control  all  teachers  worthy 
of  the  name. 

14.  In  teaching,  as  in  every  other  kind  of  work,  the  best  service 
is  secured  by  finding  the  individual  best  fitted  to  the  particular  place 
as  indicated  by  training,  experience  and  meritorious  service;  the 
National  Educational  Association  therefore  heartily  approves  a  merit 
system  of  promoting  teachers  and  filling  vacancies.  We  assert  further- 
more,  that  the  grounds  upon  which  a  teacher  may  apply  for  a  posi- 
tion are  preparatory  training,  experience  and  meritorious  service; 
in  a  word,  professional  fitness  alone;  and  that  the  use  of  other  per- 
sonal and  political  arguments  to  secure  appointment  is  deplorable  in 
the  teacher  and  a  serious  menace  to  a  high  professional  standard. 

8 


CHAPTER  11. 


DISCIPLINE  AND  MANAGEMENT. 


1_CHARACTER   BUILDING. 

The  highest  function  of  the  school  is  character  building.  That 
teacher  fails  grievously  who  does  not  help  her  pupils  to  see  that 
hateful  words,  unkind  acts  and  untruthful  statements  injure,  to  an 
alarming  extent,  those  who  indulge  in  these  vices.  It  should  be  made 
clear  to  children  that  the  most  of  their  unhappiness  will  be  caused 
by  the  injustice  and  suffering  they  inflict  upon  others. 

It  is  important  that  they  learn,  while  young,  that  he  who  is  gen- 
erous in  thought  and  deed  and  ready  to  add  to  the  joys  and  pros- 
perity of  others,  will  receive  greater  blessings  than  he  bestows. 

The  teacher  will  do  a  great  service  for  the  children  if  she  leads 
them  to  see  that  altruism  brings  happiness  and  that  selfishness  ends 
in  misery.  She  should  aid  them  in  reaching  the  decision  that  no  one 
can  afford  to  spend  in  unworthy  rivalries  the  strength  which  ought 
to  be  given  to  winning  honest  success.  The  true  teacher  will  use 
every  influence  she  commands  to  bring  home  to  the  hearts  of  her 
pupils  these  truths. 

More  study  and  effort  should  be  given  to  developing  the  con- 
scientiousness of  the  children.  The  controlling  sentiment  of  the 
school  should  condemn  the  act  of  the  wrong  doer.  The  children  must 
have  that  moral  quality  which  will  warrant  us  in  believing  what  they 
say,  trusting  them  when  alone  and  developing  in  them  the  feeling  that 
they  are  less  than  honest  if  their  tasks  are  done  for  them.  There 
is  great  danger  of  permanently  injuring  children  by  being  con- 
sciences  for  them.  They  must  not  think  we  will  direct  them  to  the 
extent  of  always  pointing  out  the  right  and  that  by  positive  restraint 
we  will  prevent  them  from  going  far  wrong.  They  must  not  feel 
they  are  safe  as  long  as  they  do  not  run  against  barriers  we  have 
erected.  To  prevent  these  calamities  we  must  cultivate  in  them  the 
desire  to  decide  questions  on  their  merits  and  to  carry  these  de- 
cisions into  effect. 

When  the  lives  of  great  men  are  used  to  interest  the  children 
in  what  has  been  done  and  to  nurture  in  them  worthy  ideals,  but 
little  need  be  said  about  their  having  been  presidents,  or  the  battles 
they  have  fought,  or  the  money  they  have  accumulated  or  the  public 


honors  they  have  received.  With  these  things  they  will  hecome 
familiar  without  special  effort  on  the  part  of  the  teacher.  She  should, 
however,  make  impressive  the  struggles,  the  triumphs  over  obstacles, 
the  honesty,  gentleness,  purity,  manliness,  generosity,  dignity  and 
largeness  of  soul  of  the  men  studied.  The  deeds  which  these  qualities 
made  possible  and  that  truly  glorify  history  and  the  thoughts  which 
mirror  the  genius  that  gave  them  expression  are  most  fascinating 
and  helpful  to  children  when  properly  presented.  If  the  child's  in- 
terest in  these  thing^s  can  be  enlisted,  his  respect,  admiration  and 
love  for  the  pure  is  assured.  If  the  teacher  can  make  real  to  him 
the  patience  and  faith  of  Columbus,  the  serenity  and  fortitude  of 
Washington  and  the  honesty  and  simplicity  of  Lincoln  she  has  accom- 
plished a  great  work.     *     *     * 

Teachers  should  not  indicate  by  their  systems  of  instruction 
that  they  feel  that  the  results  of  thinking  are  of  greater  value  than 
the  power  that  has  been  gained  in  reaching  conclusions.  The  culti- 
vation of  self  control,  concentration,  endurance,  application,  apprecia- 
tion, insight,  receptiveness,  responsiveness,  should  be  recognized  as 
being  on  a  higher  educational  plane  than  a  knowledge  of  insignificant 
towns,  unimportant  dates  and  meaningless  definitions. — W.  W.  Stet- 
son. 


2— NECESSITY  OF  SYSTEM. 

1.  Since  order,  neatness,  and  prompt  execution  are  essential  in 
the  prosecution  of  any  business,  and  because  anything  that  inter- 
feres with  the  ends  for  which  the  school  is  organized  results  in  waste 
of  time  and  loss  of  efficiency,  it  is  necessary  that  there  be  a  system- 
atic method  of  doing  all  school  work,  system  in  management  in  teach- 
ing, and  in  the  caring  for  and  handling  of  material  things. 

2.  System  should  never  be  carried  so  far  that  it  produces  mere 
formality  and  causes  delay  in  the  expedition  of  the  business  in  hand. 
System  is  a  means  to  an  end  in  that  it  saves  time  and  labor;  it  is  an 
end  in  itself  that  it  trains  the  pupil  to  methodical  and  time-saving 
methods.  System  should  be  educative,  but  should  not  be  made  a 
fetich. 

3.  The  suggestions  that  follow  may  be  utilized  as  the  basis  of  a 
good  school  system.  They  will  need  the  invigorating  life  of  a  teacher 
to  become  effective.  The  teacher  must  perfect  his  own  system  in 
accordance  with  his  individuality,  must  become  the  master  of  his  own 
system,  must  ever  remember  the  requirements  of  his  own  system, 
must  train  the  pupils  to  such  a  ready  compliance  with  the  system, 
that  it  becomes  a  sort  of  second  nature  with  them,  must  be  vigilant 
to  keep  the  system  in  running  order,  and  all  this  without  losing  sight 
of  the  fact  that  system  is  to  enable  the  teacher  to  do  better  school 
work.  Many  teachers  spend  nearly  all  their  time  with  their  system, 
and  lose  sight  of  the  ends  for  which  the  school  is  organized. 

10 


3— AN  ORDERLY  SCHOOLROOM. 

1.  Teacher's  and  pupils'  desks  clean  and  neat,  inside  and  outside. 

2.  Library  and  all  apparatus  clean  and  in  order. 

2.  Blackboards  clean,  erasers  and  crayon  removed  from  trough 
when  not  in  use.    All  work  on  boards  neatly  and  orderly  arranged. 

4.  Teachers  and  pupils  move  quietly,  energetically,  and  with 
dignity.     (Dignus — worthy  of  respect.) 

5.  Train  pupils  at  study  to  work  busily  without  unnecessary 
noise  or  interruptions. 

6.  Pupils  in  recitations  give  undivided  attention  to  the  teacher. 
Recitations  are  prompt,  re&pectful,  thoughtful,  complete. 

7.  In  all  drills,  the  school  is  a  unit  in  movement  under  the 
teacher's  direction.  Pupils  are  prompt,  energetic,  and  dianified  in 
response  to  all  directions. 

8.  All  assembling,  dismissing,  and  passing  within  the  school 
room  is  done  in  an  orderly,  quiet,  dignified  and  respectful  manner. 

9.  Floor  is  clean  of  all  waste.  Windows,  walls,  floors  and  furni- 
ture are  clean  and  everything  in  a  sanitary  condition. 

10.  Pupils  sit  erect  in  their  seats  during  study  and  recitation, 
not  alone  for  the  safee  of  appearance,  hut  also  for  hygienic  reasons. 

11.  Pupils  pass  in  step  whenever  they  move  in  a  body. 

4— HEATING,  VENTILATION,  LIGHTING. 

1.  Uncomfortable  schoolrooms  are  prime  causes  of  disorder. 
The  teacher  will  need  to  train  himself  to  give  an  unconscious  regu- 
latibn  to  the  temperature,  ventilation  and  lighting  of  the  school-room. 

2.  Keep  all  parts  of  the  room  equally  warmed,  lighted  and  venti- 
lated. Temperature,  GQ  to  70  degrees.  Avoid  shadows  and  crosslights, 
also  lights  in  front  of  eyes  of  pupils.  Keep  the  air  pure  and  fresh. 

5— DISCIPLINE. 

1.  Few  and  quiet  signals  indicate  strength  in  discipline.  Insist 
upon  prompt  obedience. 

2.  Cultivate  firmness  and  decision  with  gentleness.  Do  not  neglect 
the  training  of  yourself. 

3.  Good  manners  should  ve  evident  in  both  the  teacher  and  the 
pupil.  Competing  With  children  in  smartness  is  unworthy  of  a 
teacher. 

4.  Teachers  should  speak  clearly  and  distinctly  with  voice  well 
modulated.  The  voice  is  one  of  the  best  agencies  for  control  if  rightly 
used.  Scolding,  nagging  and  fault  finding  is  its  improper  use.  Re- 
prove pupils  privately  and  make  it  effective. 

5.  Assume  full  responsibility  for  the  school.  Employ  your  own 
tact  and  invention  to  meet  an  emergency.  Children  respect  a  teacher 
who  relies  on  himself.    Seek  counsel  in  difficulties,  but  not  advice. 

11 


6.  Self-reliance  can  be  strengthened  by  preparation,  effort  of  will, 
and  experience. 

7.  Secure  the  respect  of  children  by  honest  dealing.  Be  fair- 
minded  and  just. 

8.  Require  pupils  to  have  their  lessons,  detaining  them  after 
school  for  their  preparation  if  necessary.  But  the  detention  of  pupils 
after  school  to  learn  lessons  as  a  means  of  punishment  is  poor  policy. 

9.  Have  pupils  pass  through  the  halls  quietly,  promptly,  and  in 
line. 

10.  Do  not  attempt  to  secure  absolute  stillness  in  the  room.  Do 
not  vi^orry  over  little  noises  and  disturbances  if  the  children  are  work- 
ing heartily.    But  do  not. tolerate  unnecessary  noises  and  disturbances. 

11.  Cultivate  the  ability  to  give  your  hearing  attention  to  the 
pupils  reciting  and  your  seeing  attention  to  the  entire  school. 

12.  Do  not  permit  pupils  to  make  a  play  room  of  the  schoolroom 
at  any  time.  If  plays  and  games  are  had  in  the  schoolroom  at  suit- 
able times  they  must  be  under  the  teacher's  supervision. 

13.  Permit  no  commotion  on  change  of  recitation. 

14.  Have  every  pupil  in  place  before  a  move  is  made  in  recita- 
tion. 

15.  Permit  no  slovenly  sitting,  walking  or  talking. 

16.  Permit  no  grumbling,  mumbling,  impudent  or  disrespectful 
attitudes  whatever. 

17.  Permit  no  speaking  up  promiscuously. 

18.  Have  one  corner,  one  class  division  and  outer  hall  in  hand 
as  well  as  another. 

19.  Have  all  concert  movements  in  concert  and  not  disjointed. 

20.  Have  all  monitor  work  rapidly,  quietly  and  happily  done. 

21.  Have  all  songs  for  morning  exercises  carefully  chosen. 

22.  Strike  in  every  way  at  absenteeism. 

23.  Exercise  a  deep  conviction  that  the  schools  are  our  school 
and  schools,  and  act  this  everywhere. 

24.  Make  the  schoolroom  as  inviting  as  the -best  room  in  the 
home. 

6— PREPARATION  OF  LESSONS. 

1.  "Prepare  each  lesson  by  fresh  study.  Last  year's  knowl- 
edge has  necessarily  faded  somewhat.  Only  fresh  conceptions  warm 
and  inspire  us. 

2.  "Find  in  the  lesson  its  analogies  and  likenesses.  In  these 
lie  the  illustrations  by  which  it  can  be  made  to  reveal  itself  to  others. 

3.  "Find  the  natural  order  and  connection  of  the  different  facts 
and  truths  of  the  lesson.  A  jumbled  mass  of  materials  does  not  make 
a  building,  nor  does  a  jumble  of  disjointed  facts  make  up  a  science. 

4.  "Seek  for  the  relation  of  the  lesson  to  the  other  lessons  al- 
ready  learned,  and  to  the  life  and  duty  of  the  learners.  The  vital 
force  of  the  truth  lies  in  its  relations.     It  is  the  passage  of  the 

12 


electric  fire  along  the  distant  connected  wires  which  makes  the  tele- 
graphic apparatus  important. 

5.  "Use  freely  all  aids  to  gain  the  truth,  but  never  pause  until 
the  truth  gained  has  been  thoroughly  digested  in  your  own  mind, 
and  its  full  meaning  and  importance  have  arisen  upon  you  as  a  vision 
seen  with  your  own  eyes. 

6.  "Study  the  lesson  until  its  truth  and  facts  take  shape  in  easy 
and  familiar  language.  The  final  proof  and  product  of  clear  thought  is 
clear  speech." 

7.  A  well-planed  lesson  gives  greater  freedom  for  happy  inspira- 
tions of  the  moment.  Abundant  and  clear  knowledge  of  the  subject  is 
the  teacher's  best  reserve. 

8.  Have  all  apparatus — as  maps,  charts,  blocks,  pictures,  crayon, 
board  work — ready  before  the  recitation  begins. 

9.  Mental  and  physical  freshness  are  so  important  as  to  deservo 
special  precaution.  Go  before  your  pupils  feeling  fully  equal  to  the 
task  in  hand. 

7—ASSIGNING  LESSONS. 

1.  To  assign  a  lesson  well  is  a  difficult  and  critical  task.  It 
is  as  important  to  prepare  for  the  assignment  of  the  lesson  as  for 
the  recitation. 

2.  Assign  and  carefully  explain  what  is  to  be  done  in  the  next 
lesson.  (This  is  best  done  at  the  beginning  of  the  recitation,  that 
it  may  have  the  time  it  needs.  If  given  at  the  close  of  the  recitation, 
take  sufllcient  time  to  thoroughly  explain.) 

3.  Create  an  interest  in  the  new  lesson  by  the  manner  of  as- 
signing it.  Be  simple  and  explicit,  avoiding  all  uncertainty. 

4.  Point  out  exactly,  by  volume  and  page,  what  is  to  be  looked 
up  in  reference  books. 

5.  Assign  short  lessons  and  insist  upon  their  thorough  mastery. 

8— OBJECTS  OiF  CLASS  WORK. 

1.  To  train  the  pupil  in  the  art  of  study. 

2.  To  examine  written  work  prepared  by  the  pupils. 

3.  To  test  the  extent  of  the  pupil's  preparation. 

4.  To  train  to  the  habit  of  clear,  concise  and  connected  expres- 
sion. 

5.  To  arouse  interest,  cultivate  a  love  for  study,  and  train  to 
investigate. 

6.  To  impart  information,  and  to  direct  the  work  of  the  pupils. 

7.  To  lead  the  pupils  to  apply  the  things  learned — to  teach  the 
pupil  to  classify  and  make  use  of  his  knowledge. 


18 


9-^CLASS  MANAGEMENT. 

1.  The  interested  attention  of  all  must  be  secured.  Teachers 
are  too  careless  about  holding  the  attention  of  the  whole  class. 
Laxity  of  attention  is  a  striking  weakness  of  the  schools.  In  oral 
recitations,  where  no  text-book  is  used,  everything  depends  upon 
attentiveness.  Involuntary  attention  depends  upon  interest  in  the 
subject;  make  the  subject  interesting.  Voluntary  attention  de- 
pends, first  upon  the  will  of  the  teacher;  secondly,  upon  the  will  of 
the  pupil.    Insist  upon  attention. 

2.  Each  pupil  must  be  held  responsible  for  each  answer^  and 
each  recitation.  Each  question  or  topic  should  be  discussed  silently 
by  each  member  of  the  class,  and  each  individual  who  fails  to  ob- 
ject to  an  erroneous  answer  is  to  be  held  as  agreeing  with  it. 

3.  The  pupil  must  answer  in  his  own  language.  From  the 
earliest  teaching,  the  pupil  must  be  held  to  translate  everything  into 
his  own  language  to  insure  his  thorough  understanding  of  the  subject 
He  should  use  the  language  of  the  hook  but  rarely. 

4.  The  teacher  must  never  do  for  the  pupil  what  he  can  manage 
to  have  the  pupil  do  for  himself.  Only  novices  solve  the  pupil's  prob- 
lems for  him. 

5.  As  a  rule  all  assistance  should  be  given  to  the  pupil  dur- 
ing recitation.  The  teacher  should  have  a  general  study  period  dur- 
ing each  day  when  he  is  free  to  give  individual  help. 

6.  Train  the  pupils  to  be  honest,  independent,  and  thorough. 

7.  The  pupils,  and  not  the  teacher  should  do  the  reciting. 
Teachers  should  not  defraud  their  pupils  by  the  use  of  leading  ques- 
tions, by  helping  out  the  pupil  when  he  hesitates,  by  repeating  or 
paraphrasing  the  question  or  the  answer  of  the  pupil,  or  by  solv- 
ing the  pupil's  difficulties  as  soon  as  they  present  themselve?. 

8.  Manage  to  reach  each  pupil  during  recitation.  The  certainty 
that  the  pupil  will  be  called  upon  is  a  stimulus  to  preparation.  When 
classes  become  too  large  to  make  this  possible,  they  should  be  divided. 

9.  Oral  and  written  exercises  should  occupy  about  equal  time. 
Oral  work  should  predominate  with  young  pup:ls.  Much  written 
work  is  needed  in  the  advanced  grades.  The  wise  teaciier  uses  the 
blackboard  almost  constantly.  Much  written  work  can  be  brought 
to  class  and  disposed  of  in  the  recitation. 

10.  System,  \igor,  and  vivacity  must  characterize  class  man- 
agement.   Let  the  teacher  have  them  in  abundance. 

11.  Loud  and  persistent  talking  by  a  teacher  is  to  be  avoided. 
A  teacher  should  be  brief  and  master  of  his  tongue.  The  more  the 
teacher  is  in  the  habit  of  talking,  the  less  the  pupil  will  think. 
The  habit  of  repeating  questions  for  inattentive  pupils,  of  repeat- 
ing or  paraphrasing  the  pupils'  answers  is  vicious.  The  teacher 
should  not  explain  anything  he  can  get  some  member  of  the  class  to 
etxplain.  The  teacher  is  in  the  class  room  to  get  work  out  of  other 
people. 

X4 


10— TREATMENT  OF  THE   UNPREPARED, 

1.  Encourage  always. 

2.  Ascertain  the  cause  of  failure. 

3.  Have  pupils  understand  that  good  lessons  are    expected. 

4.  Impress  the  importance  of  diligent  study. 

5.  In  chronic  cases  the  pupil  must  be  made  if  fC'jl  the  loss, 

(a)  Commend  the  diligent  pupils. 

(b)  Excuse  the  unprepared  from  class. 

(c)  Reduce  to  a  lower  class. 

6.  Pupils   should  be  led   to  study  through   nelf-volition,  no  per- 
manent gain  will  be  made  by  forcing  the  pupil  'j  study. 


11__ART  OF   QUESTIONING. 

1.  Questioning  is  a  difficult  art  to  learn.  It  will  be  acquired  by 
thorough  preparation,  by  presence  of  mind,  and  by  after-thought.  Ab- 
sent-mindedness is  the  cause  of  much  poor  questioning. 

2.  Think  twice  before  asking  a  question.  Do  not  vary,  modify, 
and  correct  questions. 

3.  Make  one  question  go  as  far  as  possible.  Questions  should 
produce  thoughtfulness  and  reasoning. 

4.  Questions  should  be  to  the  point  clfear  in  their  meaning,  and 
distinctly  stated.  If  the  lesson  requires  deductive  treatment,  arrange 
the  questions  in  a  deductive  order;  if  it  requires  Inductive  treatemnt, 
arrange  questions  in  an  inductive  order. 

5.  Avoid  questions  which  can  be  answered  by  "yes,"  or  "no." 
Avoid  all  questions  which  suggest  the  answer.  Make  the  question  as 
brief  as  is  consistent  with  clearness. 

6.  The  honest  questions  of  children  should  be  respected.  Many 
children  abuse  the  privilege  and  should  be  checked.  Observe  the  fol- 
lowing rules  for  questioning: 

See  the  end  from  the  beginning  and  plan,  in  advance,  your  questions: 

Distinguish  between  test  questions  and  thought  questions. 

Let  your  questions  be  clear  an^  definite. 

Never  ask  foolish  or  unanswerable  questions. 

State  your  questions  once  and  w^ait  for  reply. 

Don't  encourage  guessing. 

Don't  waste  time  trying  to  develop  something  that  ought  to  be  told 

at  once. 
Let  your  questions  form  an  organic  whole. 
Never  repeat  the  answers  of  the  children. 
State  the  question  to  whole  class,  wait  for  each  student  to  form  in 

his  mind  the  answer,  and  then  name  the  student  to  answer. 
Do  not  follow  a  discoverable  order  in  putting  questions  to  individuals. 
Do  not  permit  the  bright  pupils  to  do  all  the  answering. 

15 


The  teacher  who  follows  the  volunteer  recitations  of  the  students  has 
ceased  to  manage  and  direct  the  activities  of  the  class. 

12— PERSONAL  MANNER. 

1.  Acquire  self-control  and  confidence  before  your  pupils.  They 
readily  detect  any  weakness  of  the  sort,  and  discipline  is  impaired. 

2.  A  sincere  and  hearty  manner  is  very  desirable.  Cultivate 
an  interest  in  the  pupils. 

3.  Social  tact  is  all  important  to  the  teacher. 

4.  Cultivate  sympathy  with  the  pupils. 

5.  Awkward  positions  and  motions  should  be  studiously  avoided. 
Easy  and  unostentatiou-s  habits  cannot  be  acquired  in  any  other  way 
than  by  close  observation,  and  thorough  self-training.  Be  an  example 
to  the  pupils.  Neatness  of  dress,  clean  teeth,  clean  linen,  well  kept 
hands  and  finger  nails  have  become  standard  requirements. 

6.  Do  not  get  too  close  to  children  in  recitation  work.  They  will 
speak,  read,  etc.,  with  more  force  and  independence  at  a  little  dis- 
tance from  the  teacher. 

7.  Do  not  permit  the  pupils  to  overstep  the  bounds  of  friendli- 
ness and  become  familiar.  Do  not  fondle  over  pupils.  Treat  them 
with  dignity.  Demand  the  same.  (Dignus — worthy  of  respect.)    . 

13— POSITION  AND  MANNERS  OF  CHILDREN. 

1.  "Require  therm  to  stand  and  sit  erect  and  squarely,  and  talk 
clearly  and  forcibly. 

2.  Check  the  selfish  prominence  of  some  pupils.  Encourage  the 
timid. 

3.  Require  pupils  to  be  kind  and  respectful  to  schoolmates  and 
to  the  teacher.    Insist  upon  quiet  and  courteous  behavior. 

4.  The  room,  desks,  and  floor  should  be  kept  as  neat  and  orderly 
as  the  best  room  at  home.    Avoid  ink  stains  on  desks  and  floors. 

5.  Prevent  scribbling  in,  and  dog-earing  of  text-books.  Also 
tearing,  and  mutilating  them.  Teach  pupils  to  respect  and  care  for 
property,  even  if  they  own  it. 

6.  Require  the  children  to  keep  themselves  clean  and  neat." 

14-^HOW  TIME  IS  WASTED. 

1.  "In  not  having  a  well-defined  plan  of  work.  The  teacher 
should  have  ideals,  clear  views  of  the  ends  to  be  attained,  and  should 
press  the  work  forward  to  their  accomplishment. 

2.  In  lecturing  too  much  about  good  order,  behavior,  rules,  etc. 
Rather  execute  promptly  and  steadily  the  requirements  which  have 
been  made.  The  teacher  must  be  the  master  of  his  system,  and  not 
forget  to  keep  it  working. 

16 


3.  In  not  planning  and  executing  promptly  room  and  class  move- 
ments. In  not  having  the  pupils  trained  to  do  these  things  quickly  and 
quietly.  Lack  of  forethought  and  lack  of  training  result  in  confusion 
and  disorder. 

4.  When  good  physical  conditions  are  lacking.  Do  not  try  to 
teach  children  when  they  are  tired,  sleepy,  or  nervously  unstrung. 
Monotony,  tediousness,  and  too  long-continued  exercise  waste  tim.e. 
Give  the  pupils  recreation — calisthenics,  general  exercises,  or  read- 
ing by  the  teacher  or  an  appointed  pupil.  These  conditions  are  often 
due  to  improper  heating,  ventilation  or  lighting. 

^.  In  not  keeping  the  whole  class  at  work.  Some  become  idle 
or  careless  and  the  work  must  be  done  again  to  the  loss  of  time  of 
the  whole  class. 

6.  In  scolding  children.  Those  conditions  which  demand  a  rem- 
edy should  be. remedied.  Action  will  be  hetter  than  scolding.  Lightning 
strikes,  thunder  merely  makes  a  big  noise  and  never  does  anything. 

7.  In  repeating  or  paraphrasing  the  answers  to  the  pupils.  Culti- 
vates inattention  also. 

8.  In  trying  to  teach  the  facts  of  a  new  lesson  before  the  related 
thought  in  the  last  lesson  is  reviewed  and  refreshed. 

9.  In  spending  the  time  upon  the  development  of  facts  not  essen- 
tial to  the  main  thought  of  the  lesson. 

10.  In  indefinate  questions  which  result  in  too  much  guessing. 
Often  the  meaning  of  a  word  would  better  be  given  by  the  teacher. 

11.  In  trying  to  force  an  answer  from  a  child  who  is  unable  or 
unwilling  to  give  one.  Treat  with  the  child  alone. 

12.  In  permitting  the  children  to  criticize  each  other's  work  and 
thereby  waste  time  upon  trivial  errors. 

13.  The  teacher  talks  and  explains  too  much. 

14.  In  disputing  with  pupils. 

15.  In  loose  and  unpremeditated  assignment  of  lessons.  Thus 
questions,  disputes  and  explanations  arise." 

'!       ■-• 

15— TEACHER  A  STUD€NT. 

The  teacher  must  study  continually  if  he  expects  to  be  a  leader 
of  the  young  people.  Let  the  pupils  "drink  from  a  running  stream 
and  not  from  a  stagnant  pool."  Teachers  should  read  at  least  one 
good  school  journal,  and  own  and  use  the  best  books  on  methods  of 
teaching  and  school  management. 

16— ESTIMATE  OF  THE  TEACHERS. 

In  every  business  there  should  be  some  standards  of  success 
Teaching  is  no  exception  to  this  rule.  To  afford  the  Board  of  Educa- 
tion, the  superintendent,  principals  and  teachers  some  standards  by 
which  to  estimate  the  value  of  a  teacher,  there  is  appended  below  a 
list  of  "Success  Items"  taken  from  the  Indiana  Course  of  study. 

,  17 


Teaching  Ability. 

(a)  Professional  attainment  20  per  cent. 

1.  Scholastic  preparation. 

2.  Professional  training. 

(b)  The  recitation,  15  per  cent. 

1.  Appropriateness  of  the  subject  matter, 

2.  Definiteness  of  aim  and  purpose. 

3.  Skill  in  questioning. 

4.  Progress  in  plan. 

5.  Care  in  assignment  of  lessons. 

6.  Balancing  of  the  lines  of  work. 

(c)  Results  in  scholarship  of  pupils,  20  per  cent. 

1.  Acquisition  of  facts  and  relation. 

2.  Accuracy. 

3.  General  Information. 

4.  Awakening  scholarly  interest. 

5.  Clearness  and  elegance  of  expression. 

Governing  Power,  Disciplinary  Ability. 

(a)  Moral  and  social  influence,  10  per  cent. 

1.  On  pupil. 

2.  On  community. 

(b)  Ability  to  develop  egoistic  virtues,  such  as  industry,  honesty, 

reliability,  fidelity,  etc.,  10  per  cent. 

(c)  Personal  appearance  of  the  teacher;    that  is,  personal  and 

moral  worth  and  influence,  habits,  disposition,  health,  attire, 
sympathy,  energy,  honesty,  etc.,  10  per  cent. 

Professional  anj  Community  Interest. 

(a)  Co-operation  with  other  teachers  and  the  Board,  5  per  cent. 

(b)  Interest  in  aims  and  plans  of  the  community,  5  per  cent. 

1.  Care  of  school  property. 

2.  Building  of  strong  school  sentiment  in  community. 
8.  Educational,  literary  and  social  club  work. 

(c)  Professional  pursuits,  5  per  cent. 

1.  Present  lines  of  professional  study. 

2.  Reading  of  educational  literature. 

Attendance  at  summer  schools,  institutes,  associations,  etc. 

17_-0RDER    AND    DISCIPLINE. 

We  sometimes  hear  the  expression  "a  good  teacher  but  a  poor 
disciplinarian."  There  is  no  such  thing.  "Order  is  heaven's  first 
law."  We  cannot  have  a  good  school  without  good  order  and  dis- 
cipline. Let  us  see  to  it,  then,  that  our  order  and  discipline  are  right. 

18 


The  order  in  a  schoolroom  is  good  when  each  student  is  engaged  in 
real  educative  work  without  interfering  with  his  neighbor.  Order  is 
not  quietness,  though  good  schools  are  usually  quiet.  No  teacher 
should  try  to  teach  in  disorder.  Order  is  a  habit  and  habits  are 
formed  by  repetition.  Train  your  students  to  walk  quietly,  to  speak 
softly,  to  be  gentle.  In  all  the  rooms,  the  same  regulations  as  to 
seating,  water,  leaving  and  entering  the  room,  recitations,  etc.,  should 
prevail  to  the  end  that  right  habits  be  formed,  and  when  formed, 
that  they  be  not  changed. 

Good  discipline  is  righteous  self-regulation.  Students  should  learn 
to  govern  themselves.  From  the  first  grade  through  the  High  School, 
the  teachers  should  magnify  the  reign  of  self-control.  Good  citizen- 
ship is  the  end  of  school  life. 

18— THE  EDUCATIVE  VALUE  OF  PLAY. 

The  educational  value  of  good  play-grounds  is  attracting  much 
attention  just  now.  Up  to  recent  years,  the  school  grounds  were  not 
seriously  considered  among  the  means  of  educational  growth,  and  only 
small  value  is  yet  placed  upon  them  in  the  rural  schools  of  this 
Commonwealth. 

At  the  annual  meeting  of  the  National  Educational  Association 
in  1902,  Dr.  John  Dewey  said  in  his  address  on  "The  School  as  a 
Social  Center,":  "I  sometimes  think  that  recreation  is  the  most  over- 
looked and  neglected  of  all  ethical  forces." 

Play  has  its  influence  upon  the  physical,  the  mental  and  the 
moral  development  and  nature  of  the  child.  It  is  a  spontaneous  phy- 
sical expression  of  the  individuality.  It  finds  its  chief  pleasure  in 
the  activity  itself,  rather  than  in  the  results  that  attract  in  work. 
It  revels  in  variety  and  change,  and  uses  surplus  energy  that  demands 
natural  expression.  The  play  instinct  of  children  is  natural  and 
should  receive  much  more  attention  from  teachers  than  has  ever 
been  accorded  to  it.  Philosaphers  may  differ  on  the  origin  and  sig- 
nificance of  this  instinct,  but  teachers  must  recognize  in  it  important 
means  of  discipline  and  stimulus  to  mental  growth.  Herbert  Spen- 
cer believed  it  to  be  merely  surplus  energy  that  needed  to  be  let  out. 
Groos  holds  that  it  is  the  repetition  of  racial  experiences.  Heme  ad- 
vances the  theory  that  it  is  merely  Recreation — '"the  tightened  string** 
of  the  instrument  must  be  loosened  up," — as  an  offset  to  life's  serious 
business.  Lazarus,  another  German  educator,  thinks  it  is  occasioned 
by  the  mind's  aversion  to  idleness.  Space  in  this  work  does  not 
permit  of  a  criticism  on  these  theories,  but  they  are  mentioned  here 
as  a  suggestion  to  progressive  teachers  who  may  desire  to  study  them 
more  carefully. 

It  is  not  urged  that  teachers  shall  organize  athletic  associations, 
or  champion  certain  popular  games.  Rather  let  the  children  engage 
in  those  harmless  games  and  sports  on  the  play-ground  that  are  in- 

19 


teresting  to  them.  The  teacher  should,  however,  he  on  the  play- 
ground during  the  play  periods  and  should  always  oversee  the  exer- 
cises, so  that  dangerous  games  may  be  avoided. 

The  following  suggestive  outline  of  the  Value  of  Play  is  sub- 
mitted  for  study: 

1.  Physical  value. 

(c)  Skill:  Ability  to  coordinate  the  physical  powers  is  achieved. 

(b)  Develoipment:   Power  is  gained  in  bone,  mustle  and  nerve 

(c)  Skill:  Ability  to  coordinate  the  physical  powers  is  achieved. 

2.  Mental  Value. 

(a)  Sense  Training:   Eye  and  ear  are  rendered  more  apt 

(b)  Memory;   Good  players  need  good  memories 

(c)  Imagination:    This  power  is  largely  used  in  many     school 

games 

(d)  Judgment:  Quickness  and  accuracy  of  decision  are  demanded 

and  rewarded 

(e)  Will:   In  constant  service  and  hence  is  developed. 

3.  Moral  Value. 

(a)  Honesty:   Insist  upon  "the  square  deal" 

(b)  Truthfulness:  A  virtue  that  may  be  commended  in  all  games 

(c)  Unselfishness:  Can  be  magnified  in  games  in  which  winners 

are  usually  applauded. 

(d)  Promptitude 

(e)  Self-Control:  No  greater  service  can  be  rendered  pupils  than 

to  train  them  to  control  themselves,  and  the  games  afford 
excellent  opportunity  for  this  discipline. 

The  teacher  who  superintends  the  play  of  children  and  enters 
into  the  spirit  of  their  recreation  will  find  the  government  of  the 
school  easier  and  the  preparations  of  the  lessons  better  than  the  one 
who  turns  out  the  children  at  intermissions  to  entertain  themselves 
unaided. 

It  is  suggested  that  each  teacher  study  the  local  games  and  make 
a  list  of  those  worthy  of  use,  in  order  to  give  this  element  of  training 
its  due  consideration. 


19— GIVE  THEM  A  PLACE  TO  PLAY. 
(By  Dennis  A.  McCarthy). 

Plenty  of  room  for  dives  and  dens, 
(Glitter  and  glare  and  sin!) 

Plenty  of  room  for  prison  pens, 
(Gather  the  criminals  in!) 

Plenty  of  room  for  jails  and  courts, 
(Willing  enough  to  pay;) 

But  never  a  place  for  the  lads  to  race, 

20 


SCHOOL  ACTIVITIES  MAYSLICK. 

The   school   should  encourage  organized   and   clean   sport  to   add   to 
the  joys  of  living  in  the  country. 


No,  never  a  place  to  play! 
Plenty  of  room  for  shops  and  stores, 

(Mamon  must  have  the  best!) 
Plenty  of  room  for  the  running  sores. 

That  rot  in  the  citys'  breast! 
Plenty  of  room  for  the  lures  that  lead 

The  hearts  of  our  youth  astray. 
But  never  a  cent  on  a  playground  spent. 

No.  never  a  place  to  play! 
Plenty  of  room  for  schools  and  halls. 

Plenty  of  room  for  art; 
Plenty  of  room  for  teas  and  balls, 

Platform,  stage  and  mart. 
Proud  is  the  city — she  finds  a  place 

For  many  a  fad  today. 
But  she's  more  than  blind  if  she  fails  to  find 

A  place  for  the  boys  to  play. 
Give  them  a  chance  for  innocent  sport. 

Give  them  a  chance  for  fun — 
Better  a  playground  plot  than  a  court 

And  a  jail  when  the  harm  is  done! 
Give  them  a  chance — if  you  stint  them  now, 

Tomorrow  you'll  have  to  pay 
A  larger  bill  for  a  darker  ill. 

So  give  them  a  place  to  play! 


21 


CHAPTEE  III. 


THEORY  AND  PRACTICE. 


1_PRINCIPLES  OF  TEACHING. 

The  Mind  is  active  in  the  process  of  learning. 

The  Mind  proceeds  from  the  known  to  the  related  unknown. 

Particular  facts  precede  general  truths. 

The  Mind  judges  before  reasoning. 

Examples  should  precede  definitions. 

Problems  and  processes  should  precede  rules  and  principles. 

Induction  precedes  deduction. 

Complete  synthesis  follows  analysis. 

The  Powers  of  the  Mind  unfold  in  a  definite  order,  and  matter  and 
method  should  conform  to  that  order. 

Unwillingness  to  learn  on  the  part  of  a  child  is  a  warning  that  some- 
thing is  wrong. 

2— GENERAL  METHOD. 

Much  will  be  said  in  the  following  pages  as  to  methods  and 
devices.  A  few  remarks  here,  however,  upon  the  subject  of  method 
in  general  may  be  helpful.  Teaching  is  both  an  art  and  a  science.  As  a 
science  it  is  based  upon  the  fundamental  principles  of  mind  growth 
and  development.  As  an  art  it  consists  of  the  practical  application 
of  the  principles  of  teaching  to  the  aiTairs  of  everyday  school  life. 
The  teacher  must  know  the  mind  she  is  to  teach;  that  is,  she  must 
know  the  plain  facts  of  psychology.  She  must  know  the  body  of 
principles  of  teaching  that  form  the  science  of  teaching  and  she 
must  be  skillful  in  applying  those  principles  to  her  school  work. 

It  has  been  said  that  no  two  good  teachers  teach  exactly  alike. 
This  is  probably  true;  and,  yet,  if  we  carefully  examine  the  lesson- 
plans  of  competent  teachers,  we  shall  find  a  general  method  or  plan 
running  through  them.  It  will  be  observed  that  their  plans  natur- 
ally fall  into  three-fold  divisions  which  we  may  style  the  teaching 
of  the  Individual  Notion  the  General  Notion  and  the  Application  of 
the  General  Notion.  This  division  of  method  is  clearly  seen  in  our 
arithmetics  and  grammers.  In  Arithmetic,  a  number  of  actual  prob- 
lems is  presented  to  the  class,  each  involving  the  truth  or  principle  to 
be  taught.   By  observation  and  analysis,  the  class  is  led  to  see  tho 

22- 


General  Notion  underlying  each  problem  and  the  processes  leading 
to  the  desired  results.  These  processes  are  next  generalized  into 
a  formula  or  a  rule  which  should  be  carefully  stated  and  memorized. 
Lastly  the  formula  or  rule  is  applied  to  a  large  number  of  problems. 
The  term  "induction"  is  applied  to  the  method  by  which  the  rule  is 
reached,  and  the  term  "deduction"  is  applied  to  the  application  of 
the  rule  to  other  problems.  The  term  "analysis"  is  applied  to  the 
separation  of  the  individual  problem  into  the  processes  involved  in 
its  study,  and  the  term  synthesis  to  a  reunion  of  those  processes  into 
a  complete  mental  whole.  The  same  general  method  of  procedure  is 
used  in  teaching  grammar.  The  students  should  be  led  to  observe  the 
facts  of  grammar;  these  facts  should  be  generalized  into  definitions 
and  rules  which  should  be  memorized;  and  lastly  the  rules  and  defini- 
tions should  be  applied. 

In  geography,  history,  and,  in  fact,  all  other  studies  we  find  this 
general  method — individual  notion,  general  notion  and  application  of 
general  notion.  For  example,  in  geography.  New  York  may  be  taught 
as  an  example,  or  tya)e,  or  individual  notion  of  "trade-center."  By 
generalization  the  general  idea  or  notion  of  trade-center  may  he 
reached;  then  the  idea  may  be  applied  to  other  trade  centers.  In  the 
application  of  general  notions  the  student  should  become  aware  of 
the  danger  of  hasty  conclusions  or  generalizations.  In  history  we  find 
the  same  general  plan.  For  example,  we  find,  in  Washington's  admin- 
istration, the  individual  fact  that  the  United  States  paid  oiT  the  Con- 
tinental money  at  par  although  it  had  fallen  into  the  hands  of  men 
who  had  bought  it  for  a  few  cents  to  the  dollar.  Underneath  this  fact 
lies  the  "general  truth"  that  no  nation,  no  state,  no  city,  no  indi- 
vidual can  afford  to  pay  less  than  the  legal  face  of  its  debts.  'So  it 
is  through  all  the  studies;  the  general  notion  is  the  goal  of  instruc- 
tion. Let  the  efforts,  then,  of  the  teachers  and  students  be  directed 
toward  this  goal.  Let  the  Individual  Notion  be  thoroughly  taught  by 
observation,  by  analysis  and  synthesis;  let  it  be  expressed  in  words 
oral  and  written,  in  drawing,  etc. ;  for  the  completeness  of  the  General 
Notion  depends  upon  the  completeness  of  the  individual  notions  upon 
which  the  generalizations  are  based. 

A  word  of  caution  in  teaching  rule,  the  formula,  the  definition. 
"Examples  may  be  heaped  until  they  cloud  the  truth  they  should  ren- 
der plain."  Avoid  teaching  too  many  things  without  generalization, 
which  is  a  kind  of  "mental  building"  to  relieve  the  mind  of  strain. 
It  is  better  to  teach  one  problem  until  every  student  understands  it, 
can  solve  it,  analyze  it,  give  its  formula  and  rule,  than  to  solve  a 
dozen  without  understanding  them.  Train  your  students  to  examine, 
to  observe,  to  analyze  the  individual  object,  fact,  truth,  principle  or 
precept  in  hand.  Lead  them  to  form  this  habit  of  fully  studying  the 
individual.  Second,  lead  them  to  compare  the  individuals  studied, 
to  notice  their  likenesses  and  differences.  Lead  them  to  put  together 
in  mind  their  likenesses  thus  forming  the  general  idea,  notion,  or 
concept.  Third,  lead  them  to  apply  this  general  notion  to  new  ob- 

23 


jects  by  comparing  the  new  objects  with  their  mental  standard.  Lead 
them  to  observe  the  errors  in  their  generalizations.  In  every  way 
possible  try  to  form  in  your  students  this  scientific  type  of  mind. 

3— MIND  TRAINING  AND   KNOWLEDGE. 

1.  Mind  Training:  "The  marksman  who  aims  at  the  whole  tar- 
get seldom  hits  the  center."  A  course  of  study  for  a  system  of 
schools  should  set  forth  certain  specific  aims  which  the  schools  should 
strive  to  accomplish;  and  it  should  indicate  so  far  as  possible  how 
those  ends  may  be  attained.  Aimless,  purposeless  teaching  is,  per- 
haps, the  greatest  fault  in  our  scho-ols  today.  In  this  course  an  at 
tempt  has  been  made  to  set  forth  clearly  some  ends  to  be  reached  in 
the  public  schools  of  our  State,  and  to  suggest  in  a  brief  way,  how 
these  ends  may  be  accomplished. 

Herbert  Spencer  has  defined  education  as  a  preparation  for  com- 
plete living.  Another  writer  has  declared  that  the  end  of  education 
is  "social  efliiciency,"  and  to  socialize  the  child  the  purpose  of  teach- 
ing. On  the  side  of  intellect,  complete  living,  or  social  efficiency  re- 
quires two  things — a  trained  mind  and  a  reasonable  amount  of  useful 
and  usable  knowledge.  The  distinct  problem  before  the  teacher  is 
to  do  two  things — to  train  the  child's  mind  in  the  process  of  acquir- 
ing useful  and  usable  knowledge.  After  eight  or  ten  years  spent  in 
school  it  is  not  too  much  to  expect  that  a  child  be  possessed  of  at 
least  a  minimum  equipment  for  life  with  its  duties  and  responsibili- 
ties. Let  us  ask  ourselves  the  question:  Are  the  schools  properly 
training  the  children's  minds?  Are  the  schools  furnishing  the  children 
with  useful  knowledge  in  a  usable  way?  Are  the  schools  causing  the 
children  to  acquire  those  knowledges  that  will  actually  function  in 
their  lives?  Or  are  the  schools  causing  the  children  to  acquire  much 
useless  knowledge  by  the  dulling  methods  of  rote  and  memorizing? 
Are  not  the  schools  actually  causing  the  children  to  waste  a  large 
per  cent  of  their  valuable  young  lives?  The  State,  the  parents,  the 
children  have  a  right  to  have  specific  answers  to  these  questions. 

The  greatest  need  of  every  individual  in  life  is  a  trained  mind 
with  which  to  meet  the  emergencies  of  life.  Life  is  continuously 
presenting  new  problems,  new  situations  unlike  anything  in  past  ex- 
periences; a  trained  mind  meets  these  new  problems  and  solves  them. 
The  untrained  mind  is  helpless  in  their  presence.  The  body  is  well 
trained  when  every  muscle  responds  instantly  to  the  will;  likewise 
the  mind  is  trained  when  every  power,  every  mental  muscle  acts  in- 
stantly and  vigorously  to  the  demands  of  life.  What  then,  is  a  trained 
mind?  This  is  rather  a  difficult  question,  but  we  may  note  some  of 
the  characteristics  of  a  trained  mind.  A  trained  mind  is  a  ready 
mind;  an  untrained  mind  is  not  ready  on  the  instant.  An  untrained 
mind  is  a  torch  dissipating  and  scattering  its  light;  a  trained  mind 
is  a  search  light  that  can  instantly  focus  its  rays  upon  an  object  of 
thought.   A  trained  mind  can  analyze  a  subject  and  see  it  in  its  re- 

24 


lations;  it  can  ask  a  good  question,  one  that  goes  to  the  root  of  a 
matter;  it  can  give  a  good  .illustration  and  a  fair  description;  it  can 
formulate  its  views  and  express  them;  it  can  epitomize,  it  can  sum 
up  an  argument;  it  can  carry  on  a  conversation;  and  it  can  make  a 
generalization  and  apply  it. 

How  may  the  mind  be  trained?  Clearly  not  by  memorizing  a  lot 
of  indigestable  and  useless  facts.  The  mind  no  more  than  the  body 
learns  to  do  one  thing  by  doing  another  thing.  The  mind  will  never 
learn  to  ask  a  question  by  always  answering  questions;  the  mental 
processes  involved  in  asking  a  question  and  in  answering  it  are  not 
entirely  alike.  The  gymnast  will  never  learn  to  walk  a  tight-rope  by 
standing  on  his  head.  The  student  will  never  learn  to  make  and  ap- 
ply generalizations  by  memorizing  the  generalizations  of  other  people. 

The  school  must  furnish  the  life  situation  which  demands  that 
the  mind  function  in  a  specific  way  and  then  lead  the  student  to  take 
the  initiative.  Concentration  is  learned  by  concentrating;  description, 
by  describing;  illustration,  by  illustrating,  conversation,  by  convers- 
ing. 

2.  Knowledge:  Again,  complete  living,  social  eflaciency,  requires 
a  reasonable  amount  of  useful  and  usable  knowledge.  Knowledge 
should  be  not  only  useful  but  usable.  This  knowledge  should  be  such 
as  will  unify  the  child's  education  before  he  entered  school,  the  edu- 
cation gained  in  school,  the  education  gained  out  of  school  during 
school  life,  and  the  education  of  after  life.  This  necessary  knowledge 
is  such  as  is  closely  related  to  the  child's  present  instincts,  interests 
and  ability  and  will  adjust  him  to  his  present  environment.  Finally 
this  knowledge  should  be  such  as  will  function  (be  of  use)  in  the  life 
of  the  child,  his  past  experiences  furnishing  the  point  of  departure 
and  his  present  and  future  needs  the  goal.  Let  us  give  a  homely  illus- 
tration of  this  work  of  unifying  the  child's  life.  Take  for  example  a 
little  country  girl  and  a  pumpkin.  Before  she  started  for  school  she 
knows  a  pumpkin  when  she  sees  it;  where  it  grows,  what  it  is  used 
for.  After  she  starts  to  school  she  is  still  learning  at  home  about 
the  pumpkin,  how  it  is  preserved  probably,  how  it  is  prepared  for  the 
table,  etc.,  etc.  Now  the  teacher's  problem  is  to  take  advantage  of 
this  home  knowledge  in  school  work,  because  the  school  should  deepen 
the  child's  knowledge  and  idealize  It.  What  shall  the  child  read 
about  at  first?  Apricots?  I  think  not;  rather  pumpkins.  The  child 
knows  the  spoken  word;  let  her  learn  the  printed  word.  In  the 
arithmetic  class  the  idea  of  pumpkin  is  still  farther  deepened  by  the 
idea  of  number,  size,  weight,  etc.  In  the  language  work,  the  idea 
is  still  further  deepened  by  the  description  of  color,  taste,  smell, 
etc.  So  on  through  all  the  subjects  the  idea  of  the  pumpkin  may 
run.  Later  on  in  the  girl's  life  she  should  write  essays  about  the 
growth  of  the  pumpkin  from  seed  to  fruit.  This  knowledge  should 
reach  back  home,  enabling  the  girl  and  her  mother  to  make  better 
pies  for  father  and  brother;  and  still  later  on  in  her  life,  when  a 
homemaker  and   a  wife,  this  knowledge  should  enable  her  to  care 

25 


better  for  the  health  of  husband  and  children,  and  it  may  even  enable 
her  to  cheat  the  divorce  court,  for  man  is  an  animal  that  must  be  fed. 

It  is  little  short  of  a  crime  to  cram  the  student's  mind  with  a 
mass  of  indigestible  facts,  valueless  alike  from  the  standpoint  of 
training  and  utility.  The  school  course  should  start  with  the  real 
life  of  the  child;  it  should  pass  out  into  the  larger  life  of  the  world, 
and  return  to  the  life  of  the  child  with  its  message  of  hope  and 
its  ideals  of  larger  living.  In  the  language  of  another,  the  school 
should  idealize  the  real  in  the  life  of  the  child,  and  realiz^e  the  Ideal 
in  his  life.  The  farmer  boy  who  follows  the  plow  from  day  to  day. 
who  watches  with  lively  and  intelligent  interest  the  development  of 
the  corn  plant  from  seed  to  ear,  who  is  thrilled  with  the  mysterious 
but  beautiful  unfolding  of  the  life  processes,  and  who  realizes  that 
he  is  working  with  his  Creator  in  producing  a  perfect  result  will  never 
need  to  seek  the  city  to  find  his  highest  joys.  Therefore,  there  should 
always  be  in  the  mind  of  the  teacher  the  questions:  What  has  this 
lesson  to  do  with  the  life  of  the  child?  Will  it  enable  him  to  have 
more  of  the  good  things  of  life?  Will  it  help  him  to  understand  more 
of  his  real  life  and  to  enjoy  more?  If  the  lesson  does  not  add  some 
substantial  good  to  the  life  the  child  will  actually  live,  there  is  no 
reason  to  take  his  time  to  exhaust  his  energy  and  patience  with  such 
lesson. 

The  school  exists  that  the  people  may  have  life  and  have  it  more 
abundantly. 

3— THE  LESSON. 

A  study  of  the  people  we  find  in  charge  of  schools,  reveals  the 
fact  that  some  are  teachers  and  some  are  "lesson  hearers."  The 
latter  say  to  the  class  "take  the  next  lesson,"  or  "take  to  the  bottom 
of  page  65."  Hearing  the  lesson  consists  in  the  pupils'  repeating 
parrot-like  the  little  they  have  memorized.  Such  people  are  not 
teachers  in  the  modern  sense  of  the  word. 

It  is  the  business  of  the  teacher  to  teach;  and  to  teach,  logically 
involves  the  "lesson."  In  the  mind  of  the  true  teacher,  the  lesson  is 
thought  of  under  several  heads;  the  lesson  plan,  the  assignment  of 
the  lesson  by  the  teacher,  the  preparation  of  the  lesson  by  the  stu- 
dent, the  recitation  of  the  lesson  by  the  student,  the  teacher's  supple- 
mentary work,  etc.  In  the  first  place  the  teacher  plans  the  lesson. 
This  lesson  will  consist  of  a  "unit  of  knowledge"  pertaining  to  a  gen- 
eral suibject  of  study.  This  unit  will  be  logically  related  to  what  is 
already  in  the  student's  mind;  it  will  be  "next"  in  proiper  develop- 
ment of  the  subject;  its  degree  of  difficulty  will  depend  upon  the  stud- 
ent's ability.  The  unit  of  knowledge  being  determined  upon,  the 
teacher  prepares  herself  to  present  it  to  the  class.  She  selects  the 
necessary  apparatus  in  advance,  and  decides  just  how  she  intends  to 
present  it,   leaving  nothing   to   chance   or   "inspiration."     Thus   pre- 

26 


pared  herself,  she  prepares  her  class  for  this  new  bit  of  knowledge. 
She  calls  up  in  the  students'  minds  the  old  ideas  akin  to  the  new 
one.  She  stirs  their  interest;  and  when  the  minds  of  the  students 
are  white  hot  with  expectation  she  welds  the  new  idea  to  the  old. 
She  points  out  exactly  what  the  students  are  to  study  and  shows 
them  how  to  study  it.  Nothing  is  left  to  chance. 

When  the  students  have  prepared  the  lesson  they  are  ready  for 
the  recitation.  This  is  their  exercise,  not  the  teacher's.  In  this  part 
of  their  work,  the  students  show  the  thoroughness  of  their  prepara- 
tion. Here  is  the  teacher's  chance  to  test  her  students,  and  her  test 
should  be  so  thorough,  so  persistent  that  none  can  shirk.  As  is  the 
teacher's  test  so  will  be  the  student's  preparation.  Having  tested 
the  student's  work,  the  teacher  should  round-out  the  recitation  by 
giving  such  instruction  as  the  class  needs.  Selecting  the  unit  of 
knowledge  to  be  taught,  the  teacher's  self-preparation  to  present  it, 
the  preparation  of  the  class-mind  to  receive  the  lesson,  the  presenta- 
tion of  the  lesson,  the  direction  of  pupils'  study,  the  test  of  their 
preparation,  the  application  of  the  lesson — all  these  are  acts  requir- 
ing abundant  knowledge  of  subject  matter,  vast  industry,  great  skill 
and  untiring  patience.  It  is  no  little  matter — the  training  of  a  school 
teacher. 


4— REiDIRECTION   OF  THE  COURSE. 

One  of  the  real  problems  before  the  rural  schools  today  is  their 
redirection  along  more  utilitarian  lines.  Not  that  we  would  surrender 
culture,  but  that  we  would  relate  our  schools  closer  to  life.  The  writer 
is  free  to  confess  his  conviction  that  the  schools  of  today  should 
prepare  the  child  to  live  better  the  life  of  an  ordinary  citizen.  The 
boy  must  continue,  of  course,  to  study  his  arithmetic  in  school;  but 
at  the  same  time  the  school  must  make  him  a  better  farmer.  The 
girl  must  continue  to  study  her  grammar;  but  the  SCHOOL  must 
train  her  to  make  a  better  apron  or  bake  a  better  pie.  'Some  one 
will  say  that  the  home  should  teach  all  these  things.  It  should;  but 
there  is  a  limit  to  the  power  of  the  home  to  teach  such  things. 
A  farmer  can  not  teach  his  son  more  than  he  himself  knows,  and 
what  he  knows  is  not  enough  in  this  moving  age.  Most  farmers  in 
this  State  have  learned  by  experience,  and  experience  is  absolutely 
essential;  but  no  business  can  be  learned  entirely  by  one's  own 
limited  experience.  Who  would  employ  a  doctor  who  had  learned  all 
he  knows  by  his  own  experience?  The  farmer  does  not  know  and 
cannot  know  as  much  as  himself  and  a  brainy  school  teacher,  raised 
on  the  farm  and  backed  by  the  literature  of  farm  life.  The  teacher 
must  add  himself  to  the  farmer  in  training  the  boy  to  farm.  As  long 
as  the  farmer  teaches  the  boy  crops  and  the  teacher  teaches  him 
cube-root,  the  life  of  the  child  Is  divided  and  weakened;   but  if  the 


27 


farmer  teaches  the  boy  how  to  plant  grains  of  corn  and  the  teacher 
teaches  him  how  to  find  the  per  cent  of  grains  that  will  sprout,  his 
life  is  unified  and  strengthened. 

The  Public  Schools  of  this  State  should  be  so  redirected  that, 
while  they  shall  retain  all  their  good  features,  as  a  direct  result  of 
theip  teaching,  the  boys  of  today  will  be  better  farmers  tomorrow. 
If  the  schools  will  do  their  duty  to  the  boys,  the  boys  will  own  better 
farms,  they  will  raise  better  stock,  they  will  live  in  better  houses, 
they  will  have  a  bigger  bank  account,  they  will  read  more  and  better 
literature,  and  they  will  be  more  influential  and  better  contented  citi- 
zens. But  these  things  will  not  come  until  the  farmer  boy  wakes 
up  to  the  fact  that  there  is  yet  much  to  learn  about  farming.  These 
conditions  will  not  come  until  the  schools  teach  the  farmer  boy  to 
be  as  open-minded  to  new  ideas  as  the  boys  in  other  walks  of  life. 
They  will  not  come  until  the  farmer  all  the  time  mixes  braines  and 
exact  knowledge  with  his  fertilizer.  The  boy  in  school  must  learn 
how  to  add,  through  reading  and  experiment,  the  experience  of  the 
world  to  his  own  narrow  experience. 

What  the  school  does  for  the  boy  in  better  preparing  him  for  the 
life  he  is  to  live,  in  waking  him  up  to  the  possibilities  of  better  liv- 
ing, it  must  also  do  for  the  girl.  The  school  should  direct  the  girls 
along  lines  that  wilt  make  them  better  cooks,  better  dressmakers, 
and  better  house-keepers.  The  girls  in  schools  should  read  "Evan- 
geline," and  a  first  class  cook-book.  They  should  read  "Paradise 
Lost,"  and  also  learn  to  read  and  understand  magazines  that  teach 
them  how  to  cut  and  make  a  calico  dress.  The  wife  spends  what 
the  husband  makes,  and  she  should  learn  to  spend  it  intelligently.  In 
the  hands  of  the  housewife,  are  largely  the  health  of  herself  and 
family.  We  plead  not  for  an  education  for  culture  OR  utility;  but  for 
an  education  for  culture  AND  utility.  ' 

GENERAL  SUGGiESTIONS. 

The  purposes  of  the  lessons  in  sewing  and  cooking,  in  agriculture 
and  farm  mechanics  are  to  inspire  the  girls  and  boys  to  higher  ideals 
of  each  kind  of  useful  effort,  to  help  to  develop  skill  in  performing 
these  home  duties,  and  to  bring  the  home  and  the  school  into  closer 
and  more  intimate  relationship.  The  idea  is  not  to  make  more  classes 
for  the  over-iburdened  teacher  in  a  one-room  school,  but  really  to 
lighten  her  burdens  by  putting  a  motive  into  the  minds  of  the  stud- 
ents. Too  many  children  are  like  wheel-barrows — they  must  be 
pushed  and  directed.  It  is  the  pushing  that  wears  out  the  teacher; 
directing  is  a  delight.  The  students  should  become  automobiles;  tbe 
motive  power  should  te  in  them,  not  in  the  chauSfeur.  If  we  can  get 
motive  into  the  student,  he  will  push  himself;  and  this  motive  will 
come  when  what  we  teach  and  how  we  teach  are  directly  related  to 
the  life  of  the  child.  The  trouble  with  text-book  education  is  in  the 
fact  that  the  students  do  not  see  that  the  contents  of  the  books  are 
closely  vitally,  and  immediately  related  to  their  lives,  and  in  the  fur- 

28 


ther  fact  that  the  method  of  school  education  is  unnatural  in  that 
it  requires  children  to  memorize  words  and  facts,  a  method  that  a 
child  never,  of  his  own  accord,  uses  in  learning  out  of  school.  In 
school,  the  child  sits  still  and  memorizes;  out  of  school,  he  is  con- 
tinually active,  he  uses  his  senses,  he  thinks  and  immediately  applies 
his  thoughts.  Until  the  content  and  methods  of  school  bedome  more 
nearly  the  content  and  methods  of  real  life,  the  teacher  must  con- 
tinue to  exhaust  herself  in  furnishing  motive  to  the  students. 

Now  these  practical  studies  furnish  motive  and  direction  to  the 
students.  When  the  farmer  toy  in  Arithmetic  learns  that  Percentage 
furnishes  him  means  of  testing  his  seed  corn  and  of  comparing 
one  milk  cow  with  another,  he  gains  a  motive  for  learning  it.  More- 
over he  can  apply  his  knowledge  at  once.  When  the  girl  uses  at  home 
the  common  weights  and  measures  in  preparing  the  materials  for  a 
Sunday  cake,  she  has  a  motive  for  learning  weights  and  measures. 
When  the  boy  and  girl  find  out  that  square  measure  is  a  means  to 
an  end,  and  that  end  the  carpeting  and  papering,  the  roofing  and  the 
painting  of  their  common  home,  there  is  a  motive  for  learning  square 
measure.  When  the  girl  reads  a  U  S.  bulletin  on  bread-making, 
follows  its  directions,  makes  the  bread,  tests  the  bread,  and  writes 
a  school  composition  on  "Steps  in  Bread  Making,"  she  finds  a  motive 
for  reading  accurately,  observing  closely,  executing  perfectly,  and 
writing  logically. 

We  would  suggest  to  the  teachers  that,  in  introducing  these  sub- 
jects of  Agriculture,  Sewing,  Cooking,  and  Hand-Work,  they  should 
not  undertake  too  much  at  one  time.  The  redirection  of  the  school 
activities  must  come  gradually.  The  inertia  and  prejudices  of  gen- 
erations cannot  be  overcome  in  a  single  year  or  decade. 

In  Agriculture,  if  the  boys  can  in  one  school  become  interested  in 
better  corn  growing,  so  that  next  spring  they  will  know  better  how 
to  select  and  test  seed,  how  to  prepare  the  ground  and  plant  the 
seed,  and  how  to  better  cultivate  the  crop,  a  great  work  will  be  done. 
If  the  teacher  will  secure  the  proper  bulletins  from  the  U.  S.  Gov- 
ernment, instruction  and  seed  froni  the  Commissioner  of  Agriculture, 
and  if  he  will  discuss  these  matters  with  the  boys  at  recesses  and  in 
the  arithmetic  and  language  classes,  he  will  pay  his  own  salary  many 
times  and  be  a  blessing  to  his  district. 

In  cooking  and  sewing,  if  she  will  follow  the  same  plans,  if  she 
will  interest  the  girls  at  school  in  making  the  best  gingham  apron  in 
the  county  at  home,  if  she  will  interest  the  girls  at  school  in  making 
at  home  the  best  loaf  of  bread  and  to  write  the  best  description  of 
the  process  in  the  county,  she  will  be  a  blessing  to  her  district. 

If  the  teacher  will  interest  the  girls  in  cleaning  up  the  school 
house  and  in  keeping  it  clean,  and  in  beautifying  it  in  every  way 
possible,  if  she  will  interest  the  boys  m  keeping  up  the  repairs, 
mending  the  fence,  hanging  the  gate,  putting  on  a  few  shingles,  and 
in  doing  all  needed  things  they  can  do,  she  will  be  a  blessing  to  her 
district. 

29 


There  can  be  few  greater  wrongs  done  the  children  of  a  district 
than  to  teach  them  by  precept  or  example  that  they  have  no  hand 
in  keeping  their  school  home  neat,  clean,  and  in  good  repair.  The 
teacher  stands  in  loco  parentis — in  the  place  of  the  parent.  Why 
should  she  be  expected  to  do  everything  about  the  school  bouse 
any  more*  than  the  mother  at  the  home?  The  school  house  is  the 
children's  school  home,  and  it  is  just  as  much  their  business  to  help 
keep  it  as  to  help  keep  their  other  home.  If  a  girl  sweeps  and  dusts 
and  (beautifies  at  home,  why  not  at  school?  If  the  boy  hangs  the 
gate  at  home,  why  not  at  school?  The  most  dangerous,  the  most 
selfish,  the  most  unloveable  trait  of  character  is  that  intense  in- 
dividualism that  prevents  one  from  co-operating  with  his  fellows. 
The  mother  who  instructs  her  daughters  not  to  assist  in  keeping  her 
school  home  as  it  should  be  kept,  though  she  is  surrounded  by  con- 
ditions dangerous  to  health  and  decency,  is  laying  the  foundation  of 
a  selfish  woman  and  a  slouchy  and  dirty  housekeeper.  The  father 
who  forbids  his  boy  to  help  the  teacher  and  the  other  boys  to  keep 
up  the  little  repairs  around  the  school  house,  is  not  only  robbing  his 
boy  of  a  chance  to  get  a  needed  training,  but  he  is  laying  the  founda- 
tion of  an  improvident  man  and  a  selfish  and  bad  neighbor.  The  great 
law  of  modern  life  is  CO-OPERATION;  the  girl  or  boy  who  fails  in 
school  to  learn  this  greatest  of  lessons  has  missed  the  best  thing  in 
school  life. 

The  following  plan  introduced  into  the  North  Carolina  schools 
by  Mrs.  Holloway,  the  School  Improvement  Worker  of  that  state  is 
suggestive: 

1.  Bulletins  on  br.ead-making,  or  anything  else,  is  secured  from 
Washington. 

2.  The  bulletins  are  read  in  class  by  boys  and  girls  as  a  reading 
lesson  to  be  -clearly  understood  and  discussed. 

3.  The  girls  take  the  bulletins  home  to  interest  their  mothers 
and  to  try  the  experiment. 

4.  The  results  are  brought  to  school  and  compared, 

5.  The  experiences  are  discussed  in  the  Language  classes. 

6.  The  girls  of  the  school  are  assembled  by  the  teacher  at  the 
home  of  some  intelligent  and  infiuential  woman  on  Saturday  to  com- 
plete the  experiments  until  the  bread  is  perfect. 

7.  The  girls  write  compositions  describing  the  process  in  detail, 
such  compositions  to  be  read  in  class. 

8.  The  best  composition  to 'be  copied  neatly  and  sent  to  each 
housekeeper  in  the  district. 

9.  Best  composition  to  be  exhibited  at  School  fairs. 
10.     Result:   Better  Bread  for  Whole  District. 

Just  as  the  elements  of  sewing  and  cooking  should  be  taught  to 
the  girls  in  the  public  schools,  farm  mechanics  and  manual  training 
ought  to  be  taught  to  the  boys.  Our  normal   schools    are    nov/    of- 

30 


fering  courses  in  these  subjects,  and  every  rural  teacher  should  lake 
advantage  of  these  courses.  All  boys  should  be  taught  to  work  with 
their  hands,  to  know  how  to  care  for  and  to  use  tools.  On  the  farm 
many  new  things  will  have  to  be  made  about  the  house  and  the  barn, 
and  much  repair  work  done.  Boys  should  be  trained  to  do  these 
things  at  school.  Each  teacher  should  secure  a  few  simple  tools  and 
teach  the  boys  how  to  use  them.  Probably  a  public  spirited  car- 
penter in  the  community  can  be  secured  to  give  the  boys  a  lessen 
once  a  week.  The  school  house,  the  out  houses,  the  fences  and  the 
gates  will  need  to  be  kept  in  repair;  these  things  should  be  done  toy 
the  boys.  Book-cases,  simple  tables  and  lockers  will  be  needed  for 
the  school  and  the  home,  and  chairs  will  need  to  be  rebottomed.  All 
these  things  can  be  done  at  the  school,  and  will  make  profitable 
many  an  idle  hour.  Active  teachers  will  secure  reed  and  raffia  and 
teach  the  boys  how  to  make  baskets,  passing  on  to  the  use  of  home 
materials  in  the  making  of  mats,  rugs,  horse-collars  and  other  needed 
articles. 

It  is  not  intended  here  to  outline  a  course  in  manual  training 
further  than  to  suggest  the  need  of  such  training  and  to  indicate 
broadly  the  lines  along  which  the  course  should  be  conducted.  The 
idea  is  utility  rather  than  culture;  and,  yet,  there  is  culture  in  do- 
ing useful  things  understandingly  and  well.  The  organizing  idea 
underlying  the  hand  work  for  girls  and  boys  is  that  children  should 
be  trained  at  school  to  do  well  on  a  small  scale  those  things  which 
they  will  need  to  know  how  to  do  as  women  and  men.  The  teacher 
who  will  keep  in  mind  this  organizing  principle  will  find  out  easily 
what  to  do  and  how  to  do  it. 


5— GENERAL  STANDARDS  OF  TEACHING  THE  BRANCHES. 

Throughout  an  entire  system  of  schools  there  should  run  some 
well-defined  principles.  Under  certain  study  headings  a  few  laws 
will  be  put  forth,  which  will  pass,  unless  modified,  clearly  throughout 
the  entire  work  of  that  sort. 


Reading. 

1.  Thinking  will  be  reached. 

2.  Feeling  will  be  aroused. 

3.  The  body  will, be  cultivated. 

4.  The  book  must  not  make  the  student  awkward. 

5.  The  teacher  will  read  without  the  book  obstructing  her  power. 

6.  When  pupils  are  reading,  the  class  and  teacher  will  observe 

the  pupil,  not  a  book. 

7.  Clear  pronunciations  will  be  secured  by  drills. 

8.  Protracted  drawling,  word  calling,  etc.,  not  allowed. 


31 


9     Members  of  class  ready  to  recite  fine  passages  with  power  at 

any  time. 
10.     Drills  in  sense  training  will  be  given. 

Spelling. 

1.  'Spelling  in  every  study  once  a  week  and  in  every  room  once 

a  day. 

2.  A  drill  of  ear  in  all  classes  once  a  week. 

3.  A  drill  of  eye  in  all  spelling  classes  once  a  week. 

4.  Rapid   pronunciation    drills   demanding   accuracy,    every    two 
weeks. 

5.  A  dictionary  in  reach  of  every  child  above  fifth  grade. 

6.  Teachers  to  observe  how  they  enunciate  when  talking. 

Writing. 

1.  No  lazy,  unhealthful  or  cruel  positions  taken. 

2.  Drill  a  part  of  every  lesson. 

3.  Ink  used  in  every  grade  after  second. 

4.-  The  teacher  never  writing  a  word  or  letter  than  is  not  done 
with  great  care. 

5.  Exhibit  of  pieces  of  work  every  two  weeks. 

6.  No  scrawling,  loose,  and  careless  work  accepted. 

Mathematics. 

1.  No  iproblem  of  text  read  from  book  in  explanation. 

2.  The  pointer  to  be  always  used  in  blackboard  explanations. 

3.  The  pupil  to  stand  in     discussion  with    ease     and    courtesy 
toward  room. 

4.  The  pupils'   independence  to  be  respected.  Four-fifths  of  all 
work  to  be  done  by  the  pupil. 

5.  Language  and  grace  to  be  as  much  sought  for  as  any  other 
feature.  '    f\^fW\- 

6.  Teacher  without  book  developing  ease  and  accuracy  at  least 
once  per  week,  by  drill. 

7.  Each  pupil  in  explanation  and  recitation  held  responsible  for 
all  things  said.  Pupils  watched,  not  text. 

8.  The  "Outside"  problem  appearing  twice  or  more  times  each 
week.  ■ 

Geography. 

1.  Current  geography  in  all  classes  in  Geography. 

2.  Free-hand  map-drawing  once  a  week. 

3.  A  reference  to  historical  spots  in  history  lessons  traced  out. 

4.  A  review  of  last  year's  work  in  part  once  a  week. 


S2 


MASON  COUNTY  SCHOOL  FAIR. 


Every  county  in  the  State  should  hold  a   school   fair  to    show    the 
nature  and  value  of  school  extension  work.     The  school 
should  be  magnified. 


5.  An  ignorance  of  common  things,    home,    boundary,     water, 

products,  etc.,  cured. 

6.  Geography  used  in  History  and  Civics  all  the  time. 

Physiology. 

1.  Physical  drills  will  be  given  daily  in  every  room. 

2.  Ten  minutes  will  be  given  every  alternate  Wednesday  to  phy- 

sical inspection  of  each  room. 

3.  Thermometers  will  be  placed  in  each  room,  and  their  mark- 
ings taken  three  times  per  day. 

4.  Illustrations  and  objects  will  be  used  at  all  times  in  these 

classes. 

Drawing. 

1.  Drawing  to  be  used  in  connection  with  some  other  work  once 
a  week. 

2.  An  exhibit  w^all  or  board  to  be  arranged  in  each  room,  within 
two  weeks  after  beginning. 

3.  The  outlines  of  this  work  to  be  carefully  followed. 

Literature. 

1.    End  to  he  reached;   to  be  a  lower  of  the  best  books  and  to 
write  and  speak  the  English  tongue  well  and  fluently. 

Sciences. 

1.  To  make  the  senses  active  and  skillful,  live  with  the  tangible. 

2.  No  lesson  heard  without  touch  with  experiment. 

3.  Law  developed  in  everything,  related  with  the  cosmos, 

4.  The  beautiful  in  nature  shown  and  made  attractive. 

5.  End:    Respect  and  references  held  for  the  subject  and  the 
ability  to  deduce  the  abstract  from  the  concrete. 

SELF-EXAMINATION    OF   A   TEACHER. 

Am  I  systematic  in  arranging  my  work? 

Am  I  as  polite  to  my  pupils  as  I  require  them  to  be  to  me? 

Am  I  an  example  for  the  children  to  follow? 

Am  I  uniform  in  my  discipline? 

Do  I  accept  anything  but  the  best  of  which  the  student  is  capable? 

Is  my  voice  loud  and  rasping? 

Do  I  cause  my  pupils  to  err? 

Am  I  firm,  decided,  patient  and  just? 

Am  I  always  genuinely  sincere? 

Do  I  scold,  nag,  or  nse  sarcasm? 

Do  I  try  to  teach  in  a  dirty  room? 

Do  I  study  my  pupils  defects  and  weaknesses? 

33 
C.  S.^2 


Do  I  lead  my  pupils  to  think  independently? 

Do  I  look  sour  and  cross? 

Am  I  untidy  and  slouchy  in  my  dress? 

Am  I  getting  at  the  heart  of  things? 

Are  pupils  truant  without  my  knowledge? 

Do  I  know  what  is  going  on? 

Do  I  permit  laughing  at  mistakes  and  gazing  at  visitors? 

Do  I  talk  too  much? 

Am  I  persistent  and  consistent  in  what  I  undertake  and  what  1 
require? 

Does  the  "discipline  machine"  run  down  before  Friday  afternoon? 

Do  I  praise  or  censure  most? 

Does  a  refined  spirit  pervade  my  schoolroom? 

Do  I  study  my  own  weak  points? 

Do  I  teach  the  subject  or  text-book? 

Do  I  make  each  lesson  one  in  ethics  and  in  language? 

Are  my  methods  psychological  and  up-to-date? 

Do  my  pupils  observe,  think,  feel? 

Do  I  weld  the  lessons  together? 

Do  I  study  each  pupil  individually  and  teach  individually? 

Do  I  sit  too  much  and  neglect  watching  what  is  going  on  in  the 
room? 

Do  I  require  my  pupils  to  be  careful  in  keeping  their  books  neat 
and  clean? 

Are  my  pupils  careless  in  keeping  their  desks  tidy  and  in  order? 

Do  1  see  to  it  that  my  own  desk  is  a  model  of  neatness  and  order? 

Do  I  keep  my  blackboards  clean  and  ready  for  work? 

Do  I  discourage  pupils  in  leaving  the  schoolroom  except  when  ab- 
solutely necessary? 

Do  I  permit  pupils  to  speak  too  loud? 

Do  I  require  pupils  to  get  permission  before  speaking  while 
classes  are  reciting? 

The  above  questions  suggest  a  few  of  the  items  upon  which  your 
efficiency  is  based.  They  will  be  carefully  considered  by  the  Super- 
intendent in  studying  your  work  and  in  his  report  to  the  board  on 
teachers;  for  as  is  the  teacher  so  is  the  school. 


3^ 


CHAPTER  IV. 


ORGANIZATION  OF  RURAL  SCHOOLS. 


1— THE  COURSE  OF  STUDY. 

While  this  course  may  he  used  with  profit  by  any  of  the  common 
schools  of  the  State,  it  has  been  arranged  with  special  reference  to 
the  needs  of  the  rural  schools  of  six  months'  terms.  The  advice  of 
many  county  superintendents  and  rural  teachers  has  been  sought  as 
to  how  best  to  fit  the  course  to  rural  conditions. 

The  rural  schools  above  all  others  need  a  fixed  and  definite 
course  of  study.  Many  rural  children  move  from  one  district  to  an- 
other, often  during  the  term.  Teachers  are  frequently  changed;  many 
of  them  are  young  and  inexperienced;  frequently  they  are  without 
normal  training;  possibly  they  have  never  attended  a  rural  school 
themselves.  Under  such  conditions,  without  some  unifying  agency, 
without  a  definite  course  of  study,  without  a  plan  of  organization 
definitely  worked  out,  the  schools  will  be  in  a  chaotic  condition,  and 
much  of  the  time  and  energy  of  the  children  will  be  wasted.  This 
course  presents  a  definite  plan  and  a  definite  outline  of  the  work  of 
the  schools  in  order  to  unify  and  systematize  the  work  of  the  schools. 

2— THE  INDIVIDUALITY  OF  THE  TEACHER. 

In  preparing  this  course  great  care  has  been  taken  not  to  en- 
croach upon  the  individuality  of  the  teacher.  Where  methods  are 
mentioned,  they  are  only  suggested  for  the  benefit  of  teachers  who 
have  no  definite  method  of  their  own. 

The  teachers  will  remember  that  they  are  at  liberty  to  use  any 
or  all  good  methods.  It  is  only  required  that  the  work  be  well  done. 

3_0RGANIZATI0N  OF  A  RURAL  SCHOOL  WITH   ONE  TEACHER. 

If  good  work  is  to  be  done  in  a  rural  school,  it  is  absolutely 
necessary  that  the  school  be  well  organized.  Not  only  should  the 
children  be  doing  work  that  they  are  fitted  by  ability  and  previous 
training  to  do;  but  they  should  be  so  organized  that  there  will  be  the 
smallest  number  of  classes  possible  consistent  with  the  'best  interest 
of  the  school.  In  order  to  reduce  the  number  of  classes  the  prin- 
ciples of  alternation  and  correlation  have  been  employed.  Briefly  to 
illustrate  these  two  ideas  of  alternation   and     correlation,    suppose 

86  ' 


there  "be  two  classes  of  students  with  complete  Geography,  one 
class  having  studied  it  a  year  and  the  other  class  never  having 
studied  it  at  all.  There  are  only  three  possible  solutions  to  this 
problem  in  classing;  there  must  be  two  distinct  classes  in  the  same 
book,  or  the  one-year  students  must  be  turned  back  with  the  beginners 
or  the  beginners  must  be  turned  forward  with  the  one-year  students, 
taking  the  first  -part  later  on  ii;i  school  life.  The  first  solution  is 
impracticable  for  lack  of  time;  the  second  is  impracticable  because 
of  discouraging  the  students.  This  is  ALTERNATION.  Again,  sup- 
pose the  Geography  Class  is  studying  GLACIERS  and  the  Fifth  Reader 
contains  a  lesson  on  GLACIERS.  The  two  lessons  may  be  taught  to- 
gether; this  is  correlation. 


4— ALTERNATION. 

Alternation  then  is  the  systematic  and  regular  union  of  two 
grades  of  pupils  on  consecutive  years  of  work,  both  grades  doing  the 
work  of  one  year  in  one  class,  while  the  other  year's  work  is  entirely 
omitted.  The  next  year,  the  work  omitted  is  taken  up  and  the  first 
year's  work  dropped.  By  this  plan,  each  pupil  does  all  the  work  in 
the  course,  but  not  in  the  same  order,  while  the  number  of  classes 
is  greatly  diminished.  It  often  happens  that  the  classes  in  country 
schools  are  small.  If  the  class  is  very  small,  it  is  hard  to  maintain 
the  proper  degree  of  interest;,  and  to  get  work  of  the  right  character 
done.  The  plan  of  alternation  increases  the  number  of  pupils  in  the 
class  and  makes  the  work  more  interesting  to  them.  Each  pupil  will 
do  better  work,  because  each  is  anxious  that  his  work  shall  com- 
pare favorably  with  that  of  the  other  members  of  the  class.  Some 
object  to  the  plan  of  alternation  because  it  puts  children  of  different 
ages  and  different  degrees  of  development  in  the  same  class.  In 
many  cases,  this  is  a  benefit,  rather  than  an  injury.  The  younger 
pupils  get  a  wider  view  of  the  subject  by  being  in  a  class  with  older 
ones.  Although  their  work  may  not  be  characterized  by  the  same 
maturity  as  that  of  the  older  ones,  they  get  the  essential  things  in 
the  lessons  and  gain  inspiration  by  the  better  work  of  their  leaders. 
The  assistance  that  the  older  pupils  give  the  younger  ones  in  the  reci- 
tation helps  to  make  the  subject  matter  clearer  to  them.  The  plan  of 
alternation  has  been  thoroughly  tested.  It  has  been  used  in  thou- 
sands of  schools  in  all  parts  of  the  country,  and  there  is  no  doubt 
that  the  plan  is  entirely  practicable.  Its  use  has  made  possible  much 
greater  efficiency  in  the  rural  school  work.  The  extent  to  which  alter- 
nation should  be  carried  in  any  particular  school  depends  upon  the 
size  of  the  school  and  the  size  of  the  classes.  The  combining  of 
classes  in  country  schools  is  not  recommended  in  cases  where^  it 
makes  the  class  thus  formed  contan  twenty  or  more  pupils.  This  course 
has  been  so  planned  that  the  seventh  and  eighth  years'  work  can  be 
alternated  in  everything;  the  fifth  and  sixth  years'  work  can  be  alter- 
nated in  everything;  the  third  and  fourth  years'  work  can  be  alter- 

36 


nated  in  everything  except  numlbers;  and  the  first  and  second  years' 
work  can  be  alternated  in  language  and  physiology,  etc.  In  small 
country  schools  it  is  recommended  that  the  plan  of  alternation  be  car- 
ried out  to  the  extent  above  given.  This  makes  it  possible  to  give 
much  more  time  to  the  classes  it  is  necessary  to  have,  and  so  makes 
it  possible  to  do  more  efficient  work. 

5— WRITTEN   REVIEWS  AND  EXAMINATIONS. 
Monthly  Examinations. 

The  greatest  need  of  rural  schools  is  effective  supervision.  The 
supervision  of  rural  schools  by  the  county  superintendent  is  a  very 
different  thing  from  that  of  the  city  school  where  the  superintendent 
can  see  the  work  of  each  teacher  frequently.  At  best  the  county 
superintendent  can  see  the  work  of  his  teachers  but  two  or  three 
times  a  year,  often  not  more  than  once.  Hence  he  must  use  some 
other  means  to  direct  the  work  of  his  schools  and  to  keep  in  touch 
with  them  and  to  keep  them  in  touch  with  him.  One  of  the  best 
means  at  his  command  is  the  monthly  review  on  questions  sent  out 
from  his  office.  For  many  reasons  it  is  desirable  that  all  the  schools 
of  a  county  begin  on  the  same  day.  If  this  were  done,  since  this 
course  is  arranged  by  the  month,  the  county  superintendent  could 
easily  prepare  his  Questions  during  leisure  moments.  If  he  has  not 
time  for  this,  the  County  Board  should  employ  some  help  for  him 
because  our  schools  need  above  all  tilings  else  SUPERVISION. 

The  questions  should  be  printed  at  public  expense  upon  thin 
paper  and  in  such  numbers  that  the  teacher  will  not  have  to  copy  the 
questions  on  the  board.  Thus  she  will  have  time  to  give  oral  tests 
to  the  primary  children.  We  would  suggest  these  written  tests  only 
for  the  Fourth  and  Fifth  divisions.  The  papers  should  be  graded 
by  the  teacher  and  the  results  tabulated  and  sent  to  the  county 
superintendent.  A  system  of  examinations  as  here  suggested,  if 
faithfully  and  honestly  carried  out,  would  improve  our  schools  25 
per  cent  the  first  year.  There  is  no  question  about  the  result.  It 
has  been  proven  in  various  states. 

The  results  of  these  monthly  tests  should  be  combined  with  the 
pupil's  class  standing  and  entered  upon  the  monthly  report  card 
which  should  be  sent  promptly  to  the  parents  at  the  close  of  each 
month.  In  making  up  the  record  for  the  month,  the  class  standing 
should  count  60  per  cent.,  and  the  monthly  test  40  per  cent.  The 
teacher  should  keep  a  record  of  class  standing  and  monthly  tests. 

The  County  Board  of  Education  should  furnish  all  necessary 
record  books  and  blanks  not  furnished  by  the  State.  The  County 
Superintendent  should  work  out  his  system  of  blanks  and  records  to 
supplement  those  sent  out  from  the  State  Superintendent's  office. 

These  examinations  should  be  held  on  the  last  Friday  of  each 
month  unless  the  Superintendent  designates  a  different  day. 

37 


The  results  of  these  examinations  are: 

First,  it  furnishes  the  inexperienced  teacher  a  standard  of  what 
the  pupils  in  each  class  should  accomplish  each  month,  and  shows 
her  what  the  students  should  know  of  the  work  gone  over. 

Second,  it  aids  the  students  in  mastering  the  essentials  of  the 
month's  work. 

Third,  it  suggests  methods  of  presenting  the  work. 

Fourth,  it  helps  the  pupils  in  expressing  their  thoughts  in  writing. 

Fifth,  it  helps  the  teacher  to  discover  the  parts  of  the  work  that 
have  not  been  well  understood  and  what  needs  especial  attention  in 
the  future. 

Sixth,  it  encourages  the  students  by  giving  the  feeling  of  mastery. 

The  questions  should  be  fair  tests,  and  based  upon  the  work  of 
the  course,  not  too  difficult  nor  too  long. 

6— FINAL   EXAMINATION. 

At  the  close  of  the  term  final  examinations  should  be  held  upon 
questions  sent  from  the  Superintendent's  office.  This  examination 
should  cover  the  work  of  the  entire  year.  The  results  of  the  Final 
Examination  will  count  as  the  Monthly  Examination  in  making  up 
the  students'  records  for  the  last  month.  The  averages  of  the  six- 
months'  records  will  count  as  the  "class  standings  for  the  year." 
The  "class  standings"  for  the  year  and  the  Final  Examinations 
should  be  united  to  form  the  Students  Yearly  Record  which  is  the 
basis  for  promotion  to  the  next  grade.  In  uniting  these  two  items, 
the  "class  standings  for  the  year"  should  count  60  per  cent,  and  the 
"final  examination"  40  per  cent.  All  students  who  make  a  "yearly 
record"  of  75  per  cent,  in  average,  and  who  do  not  fall  below  50 
per  cent,  in  any  one  study  should  be  promoted  to  the  next  grade. 
All  these  records  should  be  carefully  kept  in  books  furnished  by  the 
Board  of  Education,  kept  with  ink,  and  in  such  uniform  way  as  the 
County  Superintendent  shall  prescribe.  Promotion  cards  should  be 
given  the  students.  Full  reports  of  all  promotions  should  be  made 
to  the  Superintendent  at  the  close  of  the  term.  The  suggestions  in 
this  paragraph  are  to  be  construed  very  liberally.  The  pupil  must 
never  be  sacrificed  to  system. 

7_EXAM  I  NATIONS   FOR   COMMON   SCHOOL  GRADUATION. 

"Whenever  a  pupil  of  any  common  school  shall  have  faithfully 
completed  the  prescribed  course  of  study,  shall  have  passed  a  proper 
examination  before  the  County  Board  of  Examiners  on  a  series  of 
questions  prescribed  by  the  State  Board  of  Examiners,  and  paid 
the  said  county  board  an  examination  fee  of  one  dollar,  he  shall  be 
entitled  to  a  certificate  of  such  completion  and  examination,  signed 
by  said  county  board  and  approved  by  the  Superintendent  of  Public 
Instruction  who  shall  affix  thereto  his  official  seal.  One  such  ex- 
amination shall  be  held  in  each  county  on  the  last  Friday  and  Sat- 

88 


urday  in  January,  and  another  on  the  second  Friday  and  Saturday 
in  May  of  each  year"  (School  Laws). 

This  certificate  entitles  the  holder  to  free  tuition  to  the  County 
High  School  in  most  counties. 

Each  teacher  in  the  state  should  encourage  his  students  to  stay 
in  school,  and  to  secure  this  certificate. 

8— DIRECTIONS   FOR   EXAMINATIONS. 

1.  Teachers  and  pupils  should  see  that  everything  is  in  readi- 
ness for  the  examination  before  the  day  arrives.  Good  paper,  pens, 
and  ink  should  be  furnished  by  the  County  Board.  This  is  economy. 

2.  The  examination  should  begin  promptly  on  the  day  appointed. 
The  questions  may  be  printed,  placed  on  the  board  or  dictated. 
Pupils  may  assist  the  teacher  in  writing  questions  on  the  board. 

3.  The  pupils  should  not  ^rite  on  both  sides  of  the  paper  unless 
to  complete  a  subject,  and  then  they  should  write  the  word  "over" 
at  the  bottom  of  the  page. 

4.  The  answers  should  be  numbered  to  correspond  with  the 
Questions  in  the  center  of  the  page  just  above  the  paragraph. 

5.  Every  student  should  be  required  to  do  neat  work,  to  take 
care  in  using  capitals  and  periods,  and  to  spell  well. 

6.  Examinations  to  be  fair  tests  of  the  progress  of  pupils  must 
be  fairly  and  honestly  conducted.  No  aid  whatever  should  be  given 
No  question  should  be  answered  that  will  aid  in  its  answer.  Grade 
fairly  and  honestly.  Do  not  deceive  pupil  and  parent  by  false  grades. 

7.  The  teacher  will  place  the  grade  of  each  answer  (on  scale  of 
100  for  whole  paper)  just  above  the  paragraph  to  right  of  the  num- 
ber of  paragraph,  and  at  the  beginning  of  each  paper  write  sum  of 
all  grades.  Papers  should  not  be  folded.  Mark  closely,  not  consid- 
ering how  much  information  has  been  given  in  the  answer,  but 
whether  it  is  the  exact  information  called  for.  After  grading  return 
the  monthly  examination  papers  to  the  pupils  of  the  class,  and  re- 
quire them  to  note  their  mistakes;  but  permit  no  change.  After  in- 
spection, papers  should  be  collected  and  bound  in  neat  covers,  and  a 
permanent  record  made  of  the  grade  of  each  pupil.  On  the  back 
of  the  cover,  the  name  of  the  school,  the  title  of  the  subject,  and 
the  date  should  be  neatly  printed.  The  county  superintendent  will 
like  to  see  these  papers  on  his  visit  as  well  as  the  permanent  record 
of  grades  and  the  daily  register.  If  kept  in  good  condition,  these 
examination  papers  will  add  greatly  to  the  reputation  of  the  school 
and  of  the  teacher.  ^ 

9— COUNTY  GRADUATION   EXERCISES. 

The  pupils  should  be  awarded  their  diplomas  at  the  County 
Commencement  Exercises,  for  in  the  great  movement  to  vitalize  the 
public  schools  over  the  land,  nothing  has  done  more  perhaps  than 
placing  a  definite  end  to  the  Grammar  Grades,  and  crowning  their 

39 


completion  with  the  credit,  the  diploma,  the  applause  and  the  honor 
due.  When  a  child  reaches  the  end  of  the  Common  School  Course 
with  credit,  the  most  important  step  in  education  has  been  taken; 
therefore,  the  close  of  Grammar  School  Mfe  is  the  point  to  tlevate, 
and  of  all  places  the  point  to  give  pupils  encouragement. 

If  music,  flowers,  gifts  and  diplomas  are  the  rewards  of  the 
high  school,  the  college  and  the  university,  .pray  v/hat  can  be  too 
good  for  the  earnest  boy  and  girl  who  has  obeyed  the  command  of 
the  State  to  come  and  conquer  its  curriculum? 

Let  the  County  Graduation  Day  be  a  field  day  for  rural  education. 
It  should  not  be  held  in  connection  with  any  other  meeting.  It  should 
be  the  day  of  all  days  in  the  county  since  the  education  of  its  children 
is  the  county's  most  important  business. 

In  business  life  each  man  takes  his  tone  from  the  man  next 
above  him;  in  school  life  each  grade  takes  its  tone  largely  from 
the  grades  above,  and  the  work  of  the  entire  year  takes  its  tone 
largely  from  the  work  of  the  last  month,  the  last  week,  the  last 
day.  It  is  a  poor  teacher  that  lets  interest  and  attendance  "play 
out"  before  the  work  is  completely  done.  Everything,  therefore, 
that  can  be  done,  should  be  done  to  keep  up  a  growing  interest  to 
the  last  minute.  Nothing  conduces  more  to  this  end  than  appropriate 
closing  exercises  for  the  school.  Every  school  should  have  such 
exercises,  and  great  effort  should  be  made  to  interest  the  public  in 
general.  The  people  should  be  shown  that  the  school  is  worthy 
of  their  support.  Let  each  teacher  then  plan  her  closing  exercises 
with  great  care.  Usually  they  should  be  held  during  an  entire  after- 
noon. There  should  be  music  and  declamations;  there  should  be  an 
exhibit  of  the  examination  ^papers,  and  other  specimens  of  good 
school  work.  There  should  be  oontests  in  corn-judging,  etc.,  among 
the  boys.  There  should  be  exhibits  of  good  cooking  and  sewing 
on  the  part  of  the  girls.  The  best  declamation,  the  best  piece  of 
composition  work,  the  best  work  in  geography,  the  best  judge  of 
corn,  the  best  loaf  of  bread,  the  best  apron,  etc.,.  etc.,  should  be  re- 
warded with  a  "blue  ribbon."' 

Sometime  during  the  spring  after  all  the  schools  are  closed, 
all  the  champions  of  the  individual  districts  should  come  together 
at  some  convenient  point  for  an  "Educational  Division  Contest," 
along  the  ?ame  lines.  Competent  and  impartial  judges  should  al- 
ways be  chosen  to  decide  the  contests.  Again  the  champions  should 
be  awarded  the  "blue  ribbon,"  and  this  entitles  them  to  enter  the 
various  contests  that  should  be  held  in  connection  with  the  County 
Graduation  exercises.  These  are  but  suggestions.  Each  County  Super- 
intendent should  work  out  his  own  plan. 

The  County  Graduation  Day  should  crown  the  work  of  the  year. 
The  champions  of  the  Educational  Division  should  meet  "with  ban- 
ners flying."  The  people  should  be  brought  together  to  witness  the 
contests  and  to  cheer  their  favorites.  Let  appropriate  medals  be 
given  the  successful  contestants.     Finally,     after    the    contests    are 

40 


over  let  the  diplomas  and  prizes  be  delivered  by  some  speaker  who 
will  arouse  enthusiasm.  Let  us  advertise  the  schools.  Let  us  show 
the  people  that  the  school  is  worth  while,  and  then  there  will  be  no 
trouble  in  gaining  their  support. 

10— RECORDS. 

The  records  of  all  examinations  monthly  and  final  of  each 
student  should  be  kept  by  each  teacher.  Low  grades  should  stimu- 
late to  moie  earnest  effort,  while  high  grades  honestly  earned  or 
fine  records  at  final  examination  are  sources  of  satisfaction  to  the 
entire  district.  Every  school  should  remember  its  fine  students.  The 
records  of  finals  should  be  kept  by  the  County  Superintendent. 

As  the  years  go  by  they  will  be  useful  in  many  ways.  They 
honor  the  diligent  and  inspire  the  sluggish.  The  carelessness  and  in- 
difference with  which  teachers  and  parents  treat  the  effort,  or  lack 
of  it,  of  pupils  speak  louder  than  words  that  how  the  pupils  do  their 
work  is  a  matter  of  no  great  moment. 

"    -      n-     -      !T  "^  '1 

11— THE  SCHOOL  REGISTER. 

Each  school  has  a  register.  Before  closing  her  school  for  the 
term,  the  teacher  should  record  in  this  the  name  of  the  pupils,  the 
work  he  took  that  year,  and  the  general  character  of  his  work.  It 
should  show  what  has  been  done  in  each  class  that  year,  and  any 
other  information  a  new  teacher  will  need.  These  registers  are  fur- 
nished by  the  State;  but  the  County  Board  should  furnish  such  ad- 
ditional record  books  and  blanks  as  may  be  required  by  the  County 
Superintendent.  If  these  records  are  properly  kept,  the  problem 
of  organizing  and  classifying  the  school  the  next  year  will  be  largely 
solved  in  advance. 

12— COUNTIES  WITH  LONG  TERMS  OF  SCHOOLS. 
Some  counties  have  longer  terms  than  six  months.  In  such 
schools  the  entire  term  may  be  divided  into  six  equal  periods,  and 
each  period  treated  as  a  "month."  This  will  enable  the  teacher  to 
give  more  time  to  a  subject  and  to  use  more  supplementary  material. 
Suppose,  for  example,  that  the  schools  of  a  county  have  a  seven- 
and-one-half-months'  term.  Dividing  thirty  weeks  by  six  we  have  five 
weeks  the  length  of  each  period.  This  five-week  period  corresponds 
to  the  four-week  period  of  a  six  months'  school,  and  gives  to  the 
teacher  five  weeks  to  do  the  same  general  work  as  other  teachers 
must  do  in  four  weeks.  This  permits  more  supplementary  work. 
Graded  schools  may  use  the  course  in  the  same  way. 

13— TEXT-BOOKS  AND  COURSES  OF  STUDY. 

The  laws  of  our  State  set  forth  what  subjects  shall  be  taught  in 
the  common  schools.  The  Uniform  School  Book  Law  declares  what 
text-books  shall  be  used  in  the  schools.  The  School  Law  (Sec.  21) 
declares  that  the  State  Board  of  Education  shall  prescribe  and  pub- 

41 


lish  a  public  graded  course  of  study  for  the  common  schools,  specify- 
ing the  order  of  studies  and  the  time  to  be  allotted  to  each,  which 
course  shall  be  observed  by  the  teacher  and  enforced  by  the  trustees. 

The  School  Law  (Sec.  73)  further  declares:  Teachers  shall 
faithfully  enforce  in  school  the  course  of  study,  the  use  of  the  text- 
books adopted  in  the  county,  aud  the  regulations  prescribed  in  pur- 
suance of  law;  and  if  any  teacher  shall  wilfully  refuse  or  neglect  to 
comply  with  such  regulations,  the  Division  Board  may  at  any  time 
remove  him,  subject  to  the  approval  of  the  County  Superintendent; 
and  in  case  of  such  dismissal  or  removal,  the  said  teacher  shall  re- 
ceive payment  only  for  the  time  taught. 

The  School  Law  (Sec.  113)  says:  "It  shall  be  the  duty  of  the 
trustee  in  each  school  subdistrict,  to  personally  supervise  the  school 
or  schools  in  his  subdistrict." 

The  School  Law  (Sec.  43)  further  declares:  The  County  Super- 
intendent shall  at  least  once  a  year  make  an  official  visit  to  each 
subdistrict  in  his  county;  that  at  the  time  of  that  visit  he  shall  note 
in  a  book  to  be  kept  for  the  purpose  the  qualification  and  efficiency 
Qf  the  teacher;  that  he  shall  advise  the  teachers  and  give  them  such 
instruction  regarding  discipline  and  teaching  as  he  may  deem  neces- 
sary; that  he  shall  counsel  the  trustees  and  see  that  they  discharge 
their  duties. 

Before  assuming  the  duties  of  their  respective  offices,  the  County 
Superintendent  and  Trustees  are  sworn  to  perform  the  duties  of 
their  respective  offices.  Before  the  Fiscal  Court  of  his  county  shall 
allow  the  salary  of  the  County  Superintendent,  it  shall  be  satisfied, 
from  the  statement  subscribed  and  sworn  to  by  the  Superintendent 
and  from  such  other  evidence  as  may  be  adduced,  that  he  has  visited 
the  schools  of  his  ocunty  and  that  said  services  have  been  faithfully 
and  efficiently  performed  according  to  law.  Again,  the  county  court 
may,  at  any  regular  term,  after  ten  days'  notice,  remove  a  County 
Superintendent  for  inability  or  habitual  neelect  of  duty,  or  malfeas- 
ance in  office.  For  incompetency  or  neglect  of  duty  the  County  Su- 
perintendent may  suspend  or  remove  a  trustee. 

'  During  the  School  Year  1909-1910,  the  State  of  Kentucky  spent 
upon  its  Pural  Schools  the  enormous  sum  of  $3,707,752.29,  and  be- 
cause of  a  lack  of  efficiency  inspection  and  supervision  a  large  per 
cent  of  this  money  was  wasted. 

Fvery  taxpayer  in  a  rural  district  should  realize  that  he  is  pay- 
ing a  tax  of  from  26  cents  to  46  cents  on  each  $100  for  school 
purposes.  He  should  realize  that  out  of  every  dollar  taxes  he  pays 
to  the  sheriff  from  52  cents  to  70  cents  sroes  to  pay  for  the  schools: 
and  he  owes  it  to  himself  and  to  the  children  to  constitute  himself 
a  "committee  of  one"  to  help  to  see  that  this  money  be  efficiently 
and  honestly  expended  for  the  sole  and  exclusive  benfit  of  the  chil- 
dren for  whom  the  schools  exist.  The  problem  for  the  taxpayer  is 
not  to  expend  $3,707,752.29,  to   furnish   employment  to  people;    but 

42 


how  tx)  so  spend  this  money  that  the  rising  generation  be  educated 
and  prepared  for  life. 

Education  is  the  largest  business  of  the  State.  Over  500,000 
rural  children  are  to  be  educated  at  an  enormous  expense  to  the 
taxpayer.  Without  supervision  and  inspection  no  business  can  be 
earned  on  economically  and  well.  The  school-laws  of  Kentucky  pro- 
vide for  efficient  supervision;  but  there  is  a  great  and  possible  room 
for  improvement  in  the  system  we  have. 

We  have  nearly  10,000  rural  teachers,  a  great  majority  of  whom 
are  young  and  inexperienced.  They  are  generally  honest  and  con- 
scientious, but  untrained.  They  will  receive  in  salary  this  year,  1911- 
1912  at  least  $3,000,000.  How  can  we  make  this  vast  sum  do  the  work 
intended?  Let  the  laws  be  obeyed  and  improvement  will  follow  at 
once. 

Teachers  should  loyally  and  fully  enforce  the  law  as  to  text- 
books and  grading  the  schools. 

Teachers  should  faithfully  enforce  the  law  as  to  the  Course  of 
Study,  Records  and  Promotions.  Subdistrict  trustees  should  visit 
their  schools  and  see  to  it  that  the  teacher  does  enforce  the  law  and 
the  regulations  prescribed  by  law.  The  County  Superintendent  should 
instruct  the  subdistrict  trustee  what  to  look  for  when  he  visits  the 
school  and  require  him  to  report  any  delinquencies  to  the  Division 
Board  which  should  act  wisely  and  promptly.  Until  we  can  have 
supervision  by  experts  in  all  counties  the  subdistrict  trustee  must  be 
"eyes  and  ears"  for  the  superintendent:  The  trustee  is  not  a  spy,  but 
an  officer  whose  duty  it  is  to  report  any  failure  to  enforce  the  law. 
Faithful  teachers  invite  inspection;  unfaithful  ones  must  submit  to  it. 

The  County  Superintendent  is  the  administrative  officer  of  the 
schools.  He  is  charged  with  vast  interests.  The  right  education  of 
the  children  and  the  right  use  of  the  parents'  money  rests  largely 
with  him.  It  is  his  business  to  see  that  teachers  and  trustees  en- 
force the  law  as  it  is.  He  should  devote  himself  entirely  to  the  dis- 
charge of  his  duties,  and  the  Fiscal  Court  should  pay  him  a  salary 
commensurate  with  his  vast  and  growing  duties.  It  is  the  uttermost 
of  folly  for  the  county  to  pay  such  a  poor  salary  to  this  most  im- 
portant officer  that  he  must  devote  his  time  to  something  else  while 
such  vast  interests  are  at  stake  and  being  neglected. 

Finally  the  Fiscal  Court  should  be  assured  that  the  services  have 
been  faithfully  and  honestly  rendered  before  it  pays  the  superin- 
tendent's salary;  and  the  County  Court  should  not  hesitate  to  turn 
him  out  of  office  if  he  be  incompetent  or  neglectful  of  his  duties. 

Let  us  not  forget  that  the  welfare  of  the  State  and  the  welfare 
of  the  children  are  at  stake  and  enforce  the  laws.  If  this  were  done 
our  schools  would  improve  as  if  by  magic. 


43 


CHAPTER  V. 


THE  DAILY  PROGRAM  AND  COURSE  OF  STUDY 
OUTLINED  BY  THE  MONTH. 


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44 


EXPLANATIONS  OF  THE  DAILY  PROGRAM. 

(1)  CLASSES  OiF  THE  SCHOOL— The  classes  of  the  school 
are  based  upon  the  five  adopted  readers;  students  of  the  first  grade 
constitute  the  first  class;  those  of  the  second  grade,  the  second 
class;  those  of  third  and  fourth  grades,  the  third  class  students  of 
fifth  and  sixth  grades  constitute  the  fourth  class;  and  those  of  the 
seventh  and  eighth  grades,  the  fifth  class. 

(2)  ALTERNATIONS— In  the  third,  fourth  and  fifth  classes  the 
two  grades  constituting  each  class  alternate  with  each  other  from 
year  to  year  unless  otherwise  directed  in  this  Course  of  Study;  in 
case  the  two  grades  do  not  alternate,  they  recite  at  the  same  time. 
The  5th  and  7th  grades  to  be  taught  in  the  odd  years  and  the  6th  and 
8th  in  the  even  years. 

(3)  CORRELATIONS— Spelling  and  the  criticism  of  the  writing 
exercises  are  correlated  with  Reading.  The  work  in  Spelling  may  be 
done  during  the  first  few  minutes  of  the  Reading  Period,  or  it  may  be 
alternated  with  Reading  as  the  teacher  chooses.  Some  of  the  Spelling 
lessons  should  be  correlated  with  Language.  In  some  cases  (Language 
and  Reading  correlate,  in  others  Reading  correlates  with  Geography, 
Physiology,  History  or  Civics.  Nature  Study  correlates  with  Geo- 
graphy, Physiology,  Reading  and  Language.  Teachers  should  corre- 
late wherever  possible  to  save  time  or  to  concentrate  effort. 

(4)  AVERAGE  TIME — The  average  time  for  the  first  and  second 
classes  is  fifteen  minutes;  for  the  third  class  eighteen  minutes;  for 
the  fourth  class  twenty  minutes,  and  for  the  fifth  class  twenty-two 
minutes.  If  any  class  be  missing  the  time  allotted  to  it  should  be 
apportioned  among  the  other  classes.  If  any  class  be  very  small,  the 
time  allotted  to  it  should  be  lessened  and  the  time  thus  saved  appor- 
tioned among  the  other  classes. 

(5)  FORM  AND  CONTENT  STUDIES— It  will  be  observed  that 
the  day  has  been  divided  into  four  equal  parts  of  ninety  minutes  each, 
and  that  two  of  those  parts  have  been  given  to  Language  studies,  one 
to  Arithmetic,  and  one  to  Science  and  History  studies.  This  is  be- 
cause the  Language  studies  and  Arithmetic  are  "form  studies,"  or 
tools  with  which  the  student  must  work  in  educating  himself.  It  is 
all  important  that  these  tools  be  made  sharp,  that  the  studies  be 
thoroughly  taught. 

The  subjects  of  Geography,  Physiology,  History  and  Civics  may 
be  termed  "content  studies"  since  their  educative  value  lies  largely 
in  their  content.  In  the  very  nature  of  things,  the  student  can  gain 
only  elemntary  ideas  of  those  subjects.  At  best  the  students  in  the 
public  schools  can  obtain  only  a  good  outline  of  these  content  studies, 
an  outline  that  will  guide  their  conduct  and  furnish  a  setting  for 
their  future  study.  However,  such  facts  of  these  studies  as  may  be 
selected  and  taught,  for  their  own  sake  and  for  the  sake  of  accurate 
thinking,  should  he  taught  well. 

46 


The  reading,  the  spelling,  the  writing,  the  speaking  and  the  cal- 
culating of  the  students  must  be  well  nigh  perfect;  but  the  pupils 
will  not  suffer  greatly  in  life  even  if  they  do  not  understand  exactly 
the  monsoon-winds,  or  the  use  of  the  vermiform  appendix,  or  the  bat- 
tle of  Gettysburg,  or  the  composition  of  the  United  States  Senate. 
These  facts  are  good  to  know,  but  not  indispensible.  At  the  risk  of 
being  thought  an  "old  fogy"  we  would  emphasize  again  and  again  and 
yet  again,  the  better  teaching  of  "the  three  Rs." 

(G)  INTERMISSIONS— In  the  forenoon  and  in  the  afternoon,  a 
fifteen  minute  intermission  has  been  planned.  It  is  not  necessary  that 
this  whole  time  be  given  over  to  undirected  activity.  Some  of  it 
with  some  pupils  may  be  utilized  for  hand  work  or  field  observation. 
Tlie  first  thirty  minutes  of  the  noon  hour  should  be  given  to  dinner; 
but  the  last  thirty  minutes  can  be  and  should  be  utilized  for  some 
directed  activity.  The  five  classes  of  the  school  might  each  take 
one  day  each  week.  Such  a  procedure  would  not  be  hard  on  the 
teacher,  and  would  be  of  great  value  to  the  school. 

The  first  and  second  classes  and  probably  the  third  class  should 
have  extra  recesses  at  the  time  indicated  on  the  program.  One  of  the 
older  boys  or  girls  might  have  charge  of  these  "little''  recesses. 

The  children  of  the  first  three  classes  should  be  allowed  to  go 
home  as  soon  as  they  have  recited  their  last  lessons,  if  it  be  safe  to 
excuse  them  before  the  older  students  are  excused. 

(7)  SEAT-WORK— It  is  necessary  that  the  seat-work  of  the 
children  be  programmed  and  directed.  The  teacher  should  plan  the 
seat-work  as  definitely  as  the  recitation.  In  crowded  schools,  it  is  a 
good  idea  for  the  teacher  to  train  a  few  of  the  oldest  and  most  trust- 
worthy students  to  assist  in  directing  the  seat-work  of  the  younger 
classes.  It  is  helpful  to  the  student,  it  relieves  the  teacher  and 
benefits  the  class.  For  example,  the  teacher  should  plan  the  seat- 
work  in  Arithmetic  for  the  Second  Grade;  before  school  she  may  in- 
struct an  older  student  as  to  what  she  wants  done;  and  at  the  proper 
time,  the  student  can  direct  seat-work  without  interrupting  the 
teacher.  This  is  not  theory  but  practice,  the  practice  of  hundreds  of 
the  best  teachers  in  the  State. 

The  teacher  must  learn  to  direct  the  energies  of  his  school. 
Not  what  the  teacher  does,  but  what  the  pupils  do  for  themselves 
educates  them.  Many  good  teachers  exhaust  themselves  in  doing 
things  the  student  should  do. 

A  teacher  can  make  no  greater  mistake  than  trying  to  do  every- 
thing himself. 

(8)  WRITING  AND  DRAWING— These  subjects  are  not  given 
time  on  the  recitation  program;  if  the  school  be  properly  directed  as 
above  suggested,  these  exercises  can  be  done  as  seat-exercises  and 
criticised  by  the  teacher  in  connection  with  other  subjects. 

(9)  The  general  exercises  include  Singing,  Drg,wing,  Morals  and 
Manners,  Nature  Study,  Agriculture,  Household  Arts  and  Manual 
Training  or  Farm  Mechanics.  Singing  will  be  taught  during  the  open- 

46 


ing  exercises  from  8:15  to  8:30;  Drawing  will  be  taught  with  Writing, 
the  Household  Arts  and  Manual  Training  as  seat  exercises  or  home 
work;  Morals  and  Manners  with  Language,  Reading,  History  and 
Civics;  Nature  Study  will  be  correlated  with  Language  in  the  first 
four  grades,  and  with  Geography  and  Physiology  in  the  third  and 
fourth  grades  in  such  a  way  that  it  will  occupy  the  time  of  two  lesson 
periods  per  week;  Agriculture  will  be  correlated  with  Language,  Read- 
ing and  Geography  in  the  last  four  grades;  the  Household  Arts — Sew- 
ing and  Cooking — will  be  correlated  with  Physiology,  the  instruction 
in  these  arts  will  be  given  during  the  last  thirty  minutes  of  the  noon 
hour,  and  the  practice  in  these  arts  will  be  given  as  "seat-work;"  or 
home  work.  Manual  Training  or  Farm  Mechanics  will  be  correlated 
with  Arithmetic  and  Agriculture,  the  instruction  and  practice  in  this 
subject  will  be  given  during  the  last  half  of  the  noon  hour  and  as 
"seat  work"  or  as  home  exercises.  The  term  "seat  work,"  as  used  in 
this  course,  includes  all  school  exercises  except  recitations  in  class 
work. 


4f 


COUESE  OF  STUDY. 


First  Year. 
TEXT-BOOKS. 

iState  Adoption:    Primer  and  First  Reader. 

Supplementary  Books:  (Suggested)  New  Education  Readers, 
Books  One  and  Two,  American  Book  Co.;  Jones  First  Reader,  Ginn 
and  Co.;  Stepping  Stones,  Silver  Burdette  &  Co.;  The.  Sunbonnet 
Babies'  Primer,  The  Holton  Primer,  Cyr's  Dramatic  First  Reader, 
Brook's  Reading  iby  Grades— 1st  year,  Cyr's  Reading  by  Grades— 1st 
year. 

APPARATUS: 

Tablet  and  pencil  and  a  ruler.  • 

MANAGEMENT  OF  FIRST  GRADE  CLASSES. 
First  Grade  Program. 

8:80  to  8:45 — Primer  and  first  reader  classes  recite  to  the 
teacher.  In  this  grade  the  spelling  and  writing  are  a  part  of  the 
work  in  reading.  If  the  first  grade  is  very  large,  as  is  often  the  case, 
the  teacher  should  lengthen  the  period  for  this  recitation  and  shorten' 
the  time  for  some  other  grade  which  is  smaller.  If  the  first  grade  is 
very  large,  it  should  be  divided  into  two  sections. 

8:45  to  9:00 — Prepare  the  next  reading  lesson.  Lei,  the  class 
learn  to  know  the  words  at  sight.  The  teacher  shoul'-i  plan  the 
method  and  train  one  of  the  older  students  to  drill  the  little  people 
during  this  period. 

9:00  to  9:18 — Play  out  doors  or  hand  work  at  the  seats.  The  lit- 
tle ones  can  not  give  attention  for  long  periods  to  any  one  subject; 
hence  there  shuld  be  a  frequent  change  of  work  for  them.  If  the 
weather  be  good,  they  should  play  out  doors  in  charge  of  one  of  the 
older  pupils.  If  not,  they  may  do  hand  work  at  their  seats,  directed 
by  the  older  pupil. 

9:18  to  9:38 — Prepare  the  Reading  lesson  working  alone.  If  the 
children  must  get  further  help  in  preparing  the  lesson,  one  of  the 
advanced  students  should  furnish  the  help.  The  Teacher's  time  be- 
longs to  the  class  reciting. 

48 


9:38  to   10:00 — Writing.  Work   directed   ty  a  student, 

10:00  to  10:15— 'General  Recess.  The  Teacher  should  teach  a 
variety  of  games  to  the  children.  Play  has  a  great  educative  value. 
No  period  in  the  day  is  more  valuable  than  the  Recess  period;  and 
none  should  be  more  carefully  planned  and  directed.  Make  the  re- 
cesses tell  for  discipline  in  organized  play  and  for  education  in  co- 
operation. 

10:1.5  to  10:30— Arithmetic  and  Hand  Work.  In  this  grade  the 
Number  Work  should  be  based  upon  and  grow  out  of  the  Hand  Work, 
or  Construction  Work.  The  emphasis  should  be  upon  the  handwork, 
with  number,  reading  and  writing  correlated  with  It. 

While  the  children  are  cutting  from  objects  such  as  birds,  ani- 
mals, vegetables,  fruits,  etc.,  the  printed  and  written  names  of  these 
objects  should  be  taught  to  the  children  and  written  by  them.  Many 
sentences  for  the  reading  lessons  will  grow  out  of  these  construction 
lessons.  In  fact,  reading,  writing  and  spelling — the  visible  forms  of 
speech — should  be  correlated  with  every  exercise.  In  the  work  in 
Number.  Sentences  should  be  written  by  the  teacher  and  read  by 
the  students.  Reading  and  Writing  are  tools  of  learning,  and  as  tools, 
they  should  be  used  continuously.  To  illustrate  further,  suppose  the 
little  ones  have  made  a  seed  box  out  of  paste  board.  Let  the  teacher 
see  how  much  reading  and  number  she  can  correlate  with  this  seed 
box.  Number — How  long  is  the  Box?  How  deep?  How  much  will  it 
hold?  Let  the  answers  be  given  orally  and  then  written  and  read. 
Again,  what  kinds  of  seed  can  we  put  into  the  hox?  Names  may  be 
given  orally  and  in  writing.  The  teacher  should  create  the  necessity 
for  reading  and  writing. 

10:30  to  10:45 — Continue  the  preparation  of  the  Reading  lesson  as 
before. 

10:45  to  11:03 — Out  door  play  or  indoor  handwork. 

11:03  to  11:18 — Preparation  of  Reading  Lesson  or  Handwork. 

11:18  to  11:45 — Handwork  with  correlated  reading  and  number 
in  charge  of  an  advanced  student  who  has  been  previously  instructed 
by  the  Teacher  how  to  use  the  Course  of  Study.  There  is  no  reason 
why  a  reliable  Third  Grade  Student  may  not  direct  the  activities  of 
the  little  people.  The  children  should* he  trained  to  teach  each  other 
and  to  learn  from  each  other.  In  a  school,  every  one  should  be  a 
teacher;   every  one  is  a  learner. 

11:45  to  12:45— Noon  Recess. 

12:45  to  1:00 — Language  Class  composed  of  First  and  Second 
Grade  students  recites.  In  1913  use  the  course  for  First  Grade;  and 
1914,  the  course  for  Second  Grade.  Secure  original  statements  from 
the  children  about  the  home  life  in  such  a  way  as  to  lead  them  to 
observe  and  to  think.  Their  answers  should  be  written  on  the  hoard 
and  read  by  the  students,  always  giving  the  First  Grade  students  the 
first  opportunity  to  read,  permitting  the  Second  Grades  to  read  what 
the  others  can  not  read.  In  these  lessons  as  outlined  in  the  Course 
of  Study,  reading  and  spelling  should  be  correlated  with  the  Lan« 

49 


guage.  In  the  Mother  Goose  melodies,  the  pupils  should  memorize 
the  selection,  and  write  it.  Talking,  reading  and  writing  should  be 
a  part  of  every  Language  Lesson. 

1:00  to  1:15— The  Writing  Class  for  First  and  Second  Grade  stu- 
dents should  practice  under  the  guidance  of  an  advanced  student.  The 
lesson  should  have  been  written  previously  on  the  board  by  the 
Teacher. 

1:15  to  1:33 — Out  door  play  or  indoor  hand  work  in  charge  of  a 
pupil  teacher. 

1:33  to  2:15 — Preparation  of  Reading  Lesson  under  the  guidance 
of  a  reliable  pupil  teacher.  If  it  be  possible,  select  the  pupil  teacher 
from  the  most  advanced  grades. 

2:15  to  2:30 — Recess  for  whole  school. 

2:30  to  2:45 — 'Reading  class  recites. 

2:45  to  3:18 — Preparation  of  work  in  Spelling.  This  is  word  study 
in  preparing  the  next  reading  lesson.  Word  building  out  of  known 
syllables  is  an  excellent  exercise. 

3:18  to  4:00 — Hand-work  or  play  outdoors.  If  it  he  safe,  the  little 
ones  may  go  home. 

The  great  problem  in  First  Grade  teaching  is  to  keep  the  little 
ones  happy  and  contented  in  doing  educative  work.  In  fact,  school 
work  for  these  little  people  should  be  really  play  for  them.  Children 
are  happy  while  busy.  The  Teacher  should  train  some  of  her  older 
pupils  to  help  her  direct  the  activities  of  these  restless  little  bodies. 
A  First  Grade  child  should  play  or  do  hand  work  at  least  one  half  of 
the  time. 

SYNOPSIS   OF   FIRST-YEAR   COURSE. 

1.  Reading:   Primer  and  First  Readers. 

2.  Writing:  Correlated  with  Reading,  Spelling  and  Language. 

3.  Spelling:   Words  from  readers  and  familiar  phonetic  words. 

4.  Language:  Statements,  stories.  Fables,  Picture  Lessons, 
Poems,  Health  Lessons,  Morals  and  Manners. 

5.  Number;  Combinations,  operations,  and  applications  within 
10, 

6.  Hand-work:  Paper-cut^ng,  representative  construction  with 
Number  work. 

7.  General  Exercises:  Singing  and  Drawing,  Agriculture,  Na- 
ture Study  and  Domestic  Science. 

SUGGESTIONS  ON. THE  COURSE. 

1— READING. 

Reading  is  the  most  important  study  taught  in  school.  No  other 
subject  is  capable  of  becoming  so  effective,  under  wise  teaching,  for 
informing  and  disciplining  the  student's  mind.  No  other  study  de- 
serves more  carefully  work-out  plans.  If  unwisely  taught,  no  study 
conduces  more  effectively  to  the  formation  of  bad  mental  habits. 

50 


"Reading  must  begin  and  at  every  point  proceed  on  the  basis 
of  genuine  vigorous  thinking  on  the  part  of  the  child;  and  the  life  of 
such  thinking  is  constant,  clear,  vivid  imaging."  Another  author 
says:  "Reading  is  imaging."'  Such  imaging  grows  out  of  the  real, 
BUgnificant  enjoyable  experiences  of  the  child.  The  teacher  should 
ever  test  such  imaging  by  questioning,  by  requiring  drawings  or  con- 
structions, by  dramatization  and  other  forms  of  expression.  From 
the  beginning  to  the  end  of  the  reading  course,  the  teacher's  care 
should  be  that  the  child  has  the  thought. 

Based  upon  the  foregoing  statements  are  the  following  sugges- 
tions : 

1.  The  reading  matter  for  children  should  be  adapted  to  their 
intelligence,  experience  and  taste,  in  spirit,  in  thought  and  in  words. 

2.  The  reading  matter  should  be  closely  correlated  with  the 
children's  interests,  experiences,  environments  and  other  studies. 

3.  Much  of  the  reading  should  be  selected  from  choice  literature. 

4.  Supplementary  reading  should  be  planned,  not  only  to  im- 
prove mechanical  sMll,  but  also  to  aid  in  the  other  studies. 

5.  The  assignment  of  lessons  in  reading  should  be  clear  and 
definite.  The  words  to  be  looked  up  for  meaning  or  pronunciation 
should  be  pointed  out;  the  allusions  to  be  explained;  the  questions 
of  fact  to  be  verified  by  observation,  reading,  inquiry  or  study;  the 
questions  to  be  thought  of  and  answered  bearing  either  upon  the 
meaning  of  the  subtle  or  difficult  portions,  or  on  the  motives  of 
characters  where  these  bear  upon  the  general  thought;  maps  or  dia- 
grams to  be  prepared  and  placed  upon  the  board;  and  reviews  of 
other  studies  to  give  setting  to  selections  studied;  all  these  teaching 
acts  should  be  carefully  planned  by  the  teacher. 

6.  After  the  fourth  year,  no  reading  book,  which  is  not  a  liter- 
ary whole,  should  be  taught  lesson  after  lesson  in  the  order  of  the 
book  The  readers  should  be  analyzed  and  the  contents  should  be 
indexed  together  so  the  selections  may  be  assigned  when  and  where 
they  may  have  a  significant  bearing.  For  example,  the  Fifth  Reader 
should  be  so  analyzed,  the  orations,  the  narrations,  the  essays,  the 
lyric  poems,  etc.,  being  indexed  together. 

7.  In  every  grade,  the  voice  should  be  carefully  and  persistently 
trained  and  cultivated. 

8.  In  every  grade,  appropriate  selections  should  be  acted  out; 
that  is,  given  pantomimic  and  dramatic  representation. 

Stories  and  poems  lend  themselves  especially  to  this  form  of 
expression.  This  type  of  work  is  being  emphasized  more  and  more 
every  year  in  the  better  class  of  schools.  It  is  both  educative  and 
highly  enjoyable.  Children  in  all  grades  should  be  encouraged  to 
write  little  dramas  and  to  act  them  out.  It  would  improve  the  lan- 
guage and  reading  work  as  few  devices  can  do.  Not  only  should  the 
pupils  dramatize  the  stories  and  poems  for  presentation  at  school, 
but  they  should  carry  this  form  of  entertainment    into     the    home, 

.51 


The  school  should  help  to  furnish  the  homes  with  clean,  healthful, 
amusement.  What  would  he  more  enjoyable  than  for  a  class  of  little 
people  to  furnish  an  evening's  entertainment  at  some  country  home 
with  the  "best  room"  for  an  auditorium,  a  few  sheets  for  curtains  and 
the  neighbors  for  an  audience?  If  this  form  of  language  exercise  were 
begun  in  the  first  grade  and  carried  through  the  eighth,  the  lan- 
guage of  the  students  would  be  greatly  improved  and  their  powers 
of  oral  expression  largely  increased.  For  an  elaboration  of  this  sub- 
ject, the  teacher  should  secure  and  read  carefully  "The  Dramatic  Ele- 
ment in  Teaching,"  by  Finlay-Johnson,  Ginn  &  Company. 

The  work  as  outlined  by  the  month  provides  for  lessons  in  Gram- 
mar. It  is  not  intended  that  these  grammar  lessons  be  taught  sep- 
arate and  apart  from  the  language  lessons.  On  the  contrary,  below 
the  Seventh  Grade  there  should  be  no  lesson  in  pure  grammar.  All 
grammatical  principles  should  b^  taught  in  connection  with  the  lan- 
guage work.  If  the  pupil's  attention  be  called  to  the  parts  of  speech, 
the  forms  of  pronouns,  the  agreement  of  subject  and  verb  and  such 
other  facts  of  grammar  in  the  language  lessons,  the  work  will  be  sat- 
isfactory. Teach  the  children  to  speak  and  write  the  language  cor- 
rectly by  speaking  it  and  writing  it  correctly  in  expressing  their  own 
thoughts. 

9.  The  grades  will  be  divided  into  four  groups — First  and  Sec- 
ond, Third  and  Fourth,  Fifth  and  Sixth,  Seventh  and  Eighth— in  or- 
der to  give  these  directions  in  more  detail.  Any  direction,  therefore, 
given  to  one  grade  of  a  group  will  apply  to  the  other  grade  of  that 
group. 


Specific  Directions  for   First  Grade. 

TEXT-BOOKS. — Besides  the  work  to  be  done  independently  of 
books  as  suggested  later,  the  children  should  read  two  or  three 
primers  and  first  readers  at  the  same  time  and  read  them  alternately. 
Thus  when  the  lessons  in  one  book  become  too  difficult,  the  class 
should  take  up  another.  In  this  way  more  practice  is  given,  and  prac- 
tice is  greatly  needed.  Every  school  should  own  three  or  four  sets 
of  first  readers  which  should  be  used  in  the  same  way  to  supplement 
the  adopted  texts.  The  County  Boards  of  Education  should  count 
these  supplementary  books  in  with  necessary  supplies.  The  child 
learns  to  read  by  reading,  and  the  more  practice  the  better.  It  is 
far  better  to  read  four  first  readers  than  to  read  one  first  reader  four 
times. 

AIMS. — 1.  From  the  first  the  teacher's  aim  should  be  to  have 
the  children  weld  firmly  together  the  thought  and  the  word  or  the 
sentence  by  which  the  thought  is  expressed.  It  is  of  the  greatest  im- 
portance that  the  children  image  clearly  as  they  read.  To  this  end, 
the  reading  material  should  be  intrinsically  interesting  or  made  so 


62 


by  the  manner  of  its  presentation.  (2)  A  second  aim  is  to  lead  tlie 
cliildren  to  express  the  thought  in  clear,  sweet,  distinct  tones,  adapted 
to  express  the  sentiment,  or  the  character  represented  as  speaking, 
and  in  an  easy,  natural,  lively  manner,  as  if  they  were  expressing 
their  own  thought.  (3)  A  third  aim  is  to  make  children  independent 
readers  by  giving  them  such  training  in  the  mechanics  of  reading 
as  will  enable  them  to  make  out  new  words  for  themselves.  These 
three  aims  may  be  summarized  as  follows:  Clear  imaging  and  think- 
ing; distinct  vocal  expression;  and  word  mastery. 

SOURCES  OF  LESSONS.— Besides  the  lessons  from  the  text- 
books, other  lessons  may  be  based  upon  the  management  of  the  room, 
upon  games  and  plays,  and  upon  stories  told  to  the  children  and  re- 
told by  them. 

METHOD. — It  is  very  important  that  the  method  of  presenting 
these  lessons  at  first  be  simple,  direct,  lively  and  natural.  In  the 
beginning,  the  method  is  everything.  If  it  be  natural  and  vivacious, 
the  little  people  will  learn  rapidly;  if  the  method  be  dry  and  monot- 
onous, they  will  quickly  grow  tired.  These  first  lessons  should  be 
given  independently  of  any  book;  and  should  be  presented  in  writing 
on  the  blackboard.  The  writing  should  be  large,  clear  script,  swiftly 
executed,  so  as  not  to  lose  the  zest  of  the  thought.  -In  planning  these 
first  script  lessons,  the  teacher  should  keep  in  mind  the  vocabularies 
of  the  reader  for  which  the  blackboard  lessons  are  a  preparation. 

A  few  lessons  may  be  based  upon  the  management  of  the  room. 
The  children  become  familiar  with  such  oral  directions  as  stand, 
marcli,  sit  down,  etc.  These  directions  may  be  written  on  the  board 
and  explained.  Afterwards  the  children  may  do  what  the  directions 
say.  Gradually  many  written  directions  may  be  substituted  for  the 
oral  ones.  This  kind  of  exercise  should  be  kept  up  through  the  first 
year. 

As  soon  as  children  learn  to  play  a  game  from  spoken  directions, 
written  ones  may  be  substituted.  For  example,  suppose  the  little 
people  at  recess  have  learned  to  play  "Wigwag."  They  have  learned 
to  do  what  the  teacher  says.  Now  let  the  directions  be  written  on 
the  board  and  the  children  play  the  game  from  written  words.  Learn- 
ing to  read  may  be  played  into  the  children.  After  all,  playing  is  the 
child's  normal  method  in  learning. 

A  story  with  which  the  children  are  familiar  may  be  made  the 
basis  of  reading  lessons.  For  this  purpose  a  story  in  which  there  is 
much  repetition  should  be  chosen.  As  the  teacher  repeats  the  story 
and, comes  to  a  word  or  a  phrase  which  she  Welshes  the  children  to 
learn,  she  writes  it  on  the  board  as  she  speaks  it.  Suppose  she  se- 
lects the  story  of  the  "Little  Red  Hen." 

"Once  upon  a  time,  there  lived  in  tlie  woods  a  little  red  hen.  She 
had  a  little  house,  and  in  the  house  was  a  little  stove,  a  little  bed  and 
a  little  round  table  with  tiny  dishes  on  it." 

53 


The  first  time  the  teacher  tells  the  story,  she  writes  the  itali- 
cized words  on  the  hoard;  the  second  time  she  points  to  the  words 
and  lets  the  children  tell  her.  Later  a  child  tells  the  story  and  points 
out  the  words.  P'inally,  the  children  learn  the  words  between  the 
known  words  by  associating  the  known  story  with  the  written  forms. 

In  some  of  the  best  schools  the  teachers  take  a  month  or  six 
weeks  in  preparing  the  class  for  the  text-book  and  the  children  learn 
to  know  at  sight  forty  or  fifty  words,  reading  them  in  numberless 
sentences  written  on  the  board.  When  such  a  preparation  has  been 
made  the  gradual  use  of  the  books  is  easy  and  require^  no  further 
suggestions. 

But  in  some  schools,  owing  to  an  over-crowded  condition  or  some 
other  reason,  it  is  resirable  to  begin  the  use  of  the  Primer  or  Reader 
when  the  children  enter  school.  For  such  schools  the  following  sug- 
gestions may  be  helpful: 

1.  Begin  each  lesson  with  a  conversation  based  upon  the  picture 
in  which  the  teacher  is  careful  to  use  and  have  the  children  use  the 
words  of  the  lesson. 

2.  As  the  words  of  the  lesson  are  spoken,  the  teacher  should 
write  them  on  the  board  in  script  and  have  the  children  name  them. 

3.  Teach  the  class  to  read  the  script  and  printed  sentences  in 
the  books. 

4.  Have  the  class  copy  in  large  hand  the  script  sentences  of  the 
lesson  at  the  class.  Copying  may  afterwards  be  used  for  seat  work. 
Care  should  be  taken  not  to  require  too  much  writing  from  young 
students  in  any  grade. 

5.  Begin  each  new  lesson  by  asking  the  children  to  point  out 
and  name  all  known  words.  Then  by  means  of  the  picture  and  the 
order  of  the  words,  lead  them  to  "make  out"  other  unknown  words 
v/hich  should  be  written  on  the  board  and  learned. 

6.  In  reading  from  the  board  and  in  the  early  reading  from  the 
books,  the  pupils  should  be  trained  to  look  through  a  sentence  or  a 
paragraph  and  learn  what  it  says  before  they  try  to  read  it  aloud; 
in  this  way  stamm^ering  and  word  calling  may  be  avoided.  Children 
should  be  taught  not  to  attempt  to  read  aloud  what  is  not  clear  to 
them.  They  should  be  encouraged  to  ask  what  a  word  or  a  sentence 
means  before  reading  it  aloud.  Children  should  not  point  to  words 
as  they  read  since  it  encourages  monotonous  word  calling  instead  of 
reading. 

7.  While  the  teacher  should  always  avoid  focusing  the  child's 
attention  upon  the  mechanical  side  of  reading  to  the  exclusion  of  the 
thought,  she  should  ever  keep  in  mind  that  he  is  gradually  'to  be 
made  independent  of  her  in  making  out  new  words.  This  being  true, 
what  shall  be  the  method?  Shall  children  be  taught  the  names  of  the 
letters,  these  letters  built  into  syllables,  and  the  syllables  into  words 
as  ip  the  "Alphabet  Method"?  Children  can  learn  to  master  words 
in  this  way;   millions  have  done  so,  but  it  is  a  slow,  wasteful,  tire- 

54 


some,  uninteresting  way  of  learning  to  read.  However,  one  tiling 
must  be  kept  in  mind;  the  children  must  he  taught  in  some  way  to 
recognize  the  syllables  of  the  language,  for  pronunciation  is  syllable 
reading.  If  we  will  study  our  own  experience  upon  meeting  a  new 
and  unknown  word,  we  shall,  I  think,  discover  the  true  method.  If 
we  fail  to  recognize  the  word  as  a  whole,  we  try  to  recognize  the 
parts;  that  is,  we  analyze  the  word  into  its  syllables.  This  being 
done,  we  place  the  accent  and  pronounce  the  word.  It  should  be 
observed  that  we  never  analyze  the  word  further  than  is  necessary 
in  making  it  out;  it  should  be  noted,  also,  that  every  good  reader 
has  learned  to  pronounce  instantly  all  the  syllables  of  the  language. 
It  seems  to  the  writer  that  these  facts  give  us  the  key  to  word  mas- 
tery. For  the  purposes  of  reading  the  student  must  master  the  syl- 
lables of  English  words — how  shall  it  be  done — The  following  plan 
is  suggested  with  the  hope  that  it  may  be  helpful  to  the  inexperienced 
teacher: 

8.  When  the  class  in  First  Reader  has  reached  the  first  "Re- 
view," page  17,  the  work  in  phonics  should  be  begun.  Up  to  this 
time  the  words  have  been  taught  at  sight  as  wholes;  and  in  the 
reading  class  the  same  method  should  be  continued;  but  now,  at  a 
different  period  in  the  day  the  children  should  begin  to  make  out 
words  for  themselves.  The  first  step  is  to  analyze  by  slow  pronun- 
ciation the  known  words  into  syllables  and  sounds;  the  second  step 
is  teach  the  children  to  pronounce  at  sight  the  syllable  or  sounds; 
and  the  third  step  is  to  recombine  the  syllables  and  sounds  into  new 
words  known  as  sounds  but  unknown  at  sight.  For  example,  from 
the  Review  take  the  words  can,  hat,  ball,  take  and  catch.  Let  each 
word  at  first  be  analyzed  into  only  two  parts,  e.  g.,  c-an,  h-at,  b-all,  t-ake, 
c-atch;  next  drill  the  class  until  they  can  instantly  name  the  sounds 
represented  by  c,  h,  b,  t  and  at,  all,  ake,  atch.  When  this  has  been 
done  the  children  know  the  powers  and  probably  the  names  of  four 
letters,  three  words  and  two  syllables.  The  next  step  is  to  lead 
the  pupils  to  recombine  these  parts  into  new  words;  thus  the  c  can 
be  united  with  at,  all  and  ake;  the  h,  with  all  and  atch;  the  b,  with 
at,  ake  and  atch.  So,  by  the  use  of  four  little  words,  known  as 
wholes,  by  the  method  of  analysis — synthesis,  the  children  have  mas- 
tered four  letters,  two  syllables  and  eleven  new  words.  It  will  be 
noticed  that  such  syllables — phonograms — as  atch,  ake,  ing,  ight,  tion, 
sion,  etc.,  are  not  separated  in  phonic  analysis;  we  do  not  analyze 
further  than  the  needs  of  synthesis  demands.  We  analyze  for  the 
sake  of  the  synthetic  work  which  follows.  If  the  teacher  will  be 
careful  in  selecting  her  words  for  these  phonic  lessons,  choosing  at 
first  purely  phonic  words,  the  children  will  quickly  learn  the  sounds 
and  names  of  the  vowels  and  simple  consonants  and  the  common 
syllables  found  in  the  ordinary  reading  lesson.  The  work  should  be 
graded  so  that  the  easiest  sounds  and  commonest  syllables  will  be 
presented  first.    Later,  the  obscure  vowel  and  consonant  sounds,  the 

55 


double  and  triple  consonants  and  diphthongs  should  he  taught.  It  is 
not  wise  to  hurry  in  this  work;  each  sound  should  be  learned  thor- 
oughly before  another  is  presented. 

Methods  of  Teaching  Beginners  to  Read. 

More  has  been  written  and  said,  perhaps,  in  regard  to  the  differ- 
ent methods  of  teaching  children  to  read  than  concerning  any  other 
problem  of  teaching.  In  a  broad  way,  it  may  be  said  that  there  are 
two  general  classes  of  methods  of  teaching  this  subject:  the  analytic 
methods,  which  begin  with  the  sentence  or  the  word  as  wholes  and 
work  down  to  the  parts,  the  syllables  and  letters;  and  the  synthetic 
methods,  which  begin  with  the  letters  and  syllables  and  work  up  to 
words  and  sentences.  The  Sentence  Method  and  the  Word  Method 
are  examples  of  the  analytic  methods,  while  the  Alphabet  Method  and 
the  Phonic  Method  are  examples  of  the  synthetic  methods.  To  these 
may  be  added  the  so-called  Combination  Method,  which  is  a  kind  of 
'  combination  of  the  analytic  and  synthetic  methods.  Each  of  these 
methods  has  its  enthusiastic  advocates  except  possibly  the  Alphabet 
Method,  which  has  very  few  advocates  in  public,  but  a  great  many 
adherents  in  actual  work.  Each  one  of  these  methods  has  its  advan- 
tages  and   disadvantages.     If  a   teacher  uses   the   sentence   method 

-  or  the  word  method  exclusively,  she  will  probably  discover  that  her 
students  are  gaining  power  to  help  themselves  rather  slowly.  If  she 
uses  the  alphabet  method  or  the  phonic  method  exclusively,  she  will 
likely  focus  unduly  the  child's  attention  upon  the  mechanical  side  of 
reading  to  the  detriment  of  the  thought  and  feeling  side.  Taking 
these  things  into  consideration,  the  Combination  Method,  or  a  union 
of  all  the  others,  is  probably  the  best.  The  teacher  of  primary  read- 
ing, theu,  should  study  all  the  different  methods  of  teaching  the  sub- 
ject and  then  carefully  work  out  her  ow^n  method. 

It  will  be  noticed  that  the  method  here  suggested  is  based  upon 
a  few  simple  principles  of  elementary  teaching.  The  order  is  from 
the  known  spoken  word  to  the  unknown  written  word;  from  the 
known  written  word  to  the  unknown  syllable  or  letter;  from  the 
known  syllable  or  letter  to  new  words;  from  the  whole  to  the  part- 
analysis;  and  from  the  parts  to  a  new  whole — synthesis.  At  all  stages 
in  education  it  is  wise  to  lead  the  student  to  put  new  ideas  into  im- 
mediate use.    It  is  a  way  to  assimilate  new  thought.    The  word  build- 

.  ing  suggested  is  an  excellent  kind  of  seat  work. 

2_WRITING. 

During  the  First  and  Second  years,  writing  is  correlated  with 
reading  and  language.  Good  penmanship  in  later  years  depends 
largely  upon  the  methods  employed  in  the  first  grades.  The  old 
motto,  "Begin  right,  keep  right,  and  you  are  sure  to  end  right,"  is  a 
good  one  to  follow  in  teaching  writing.    The  correct  position  at  the 

56 


desk  and  the  correct  method  of  holding  the  pencil  or  pen  are  vital 
points  during  the  first  grades,  and  these  two  essentials  should  be 
carefully  guarded  until  they  become  fixed  ha.bits.  If  this  is  done  the 
battle  is  won.  Most  copy  books  describe  correctly  these  positions. 
During  the  first  year,  the  children  should  use  large  pencils  with  soft 
leads  and  unruled  or  broad-spaced  paper.^  At  first  they  should  write 
large,  the  size  gradually  diminishing  as  they  gain  power  through 
practice.  To  develop  freedom,  let  the  children  write  on  the  black- 
board as  often  as  is  convenient.  From  the  very  first  a  reasonable 
degree  of  speed  should  be  expected,  since  movements  too  slow  result 
in  cramped  fingers  and  wavering  uncertain  lines. 

The  following  from  the  American  Penman  is  to  the  point:  "Mem- 
bers of  an  infant  class,  as  they  enter  school  and  begin  the  study  of 
writing,  should  be  taught  how  to  sit;  this  is  the  first  step.  They 
should  be  taught  how  to  rest  their  arms  on  the  desks;  this  is  the 
second  step.  They  should  be  taught  how  to  relax  sufllciently  to  se- 
cure action  from  the  muscles  of  their  right  arms  when  those  arms 
are  resting  on  the  desks;  that  is  the  third  step.  They  should  be 
taught  how  to  hold  the  pens  lightly  and  easily  in  their  hands;  that 
is  the  fourth  step.  All  these  things  should  be  taught  before  teaching 
the  letters  is  begun."  Even  in  older  classes,  if  these  steps  have  not 
been  properly  taught,  they  should  be  taught.  The  teacher  should 
insist  upon  these  essentials  to  future  success.  Indeed,  the  desire  of 
primary  teachers  for  pretty  writing  is  one  of  the  prime  causes  of  the 
gripping  of  the  pencil  and  a  slow,  labored  movement.  During  the  first 
years  the  teacher  should  keep  in  mind  what  the  child  should  not  do. 
He  must  not  form  bad  habits  of  sitting  and  pen  holding.  He  must  not 
scribble.  He  should  not  fail  to  do  his  best.  He  should  not  write  until 
tired  out. 

It  would  be  better  for  children  not  to  write  at  all  during  the  first 
schools  years  than  to  form  bad  habits. 

3— SPELLING. 

During  the  First  and  Second  years,  Spelling  is  taught  in  connec- 
tion with  Reading  and  Language.  Read  carefully  the  discussion  of 
Analysis-Synthesis  under  Reading.  The  Word-Building-Synthesis  is  a 
form  of  spelling.  When  children  copy  words  from  the  board,  they 
are  spelling  in  a  vague  way. 

Teach  the  spelling  of  about  200  purely  phonetic  words,  the  child's 
own  name,  and  such  non-phonetic  words  as  the  children  may  need 
in  their  language  lessons.  Keep  a  list  of  all  words  used  for  spelling 
lessons. 

There  should  be  vocal  drills  every  day  to  train  the  children  in 
clear,  sweet  tones.  Do  not  permit  the  children  to  pitch  their  voices 
too  high.  Teach  the  pupils  to  open  their  mouths  in  making  the  vowel 
sounds.  A  low,  sweet  voice  is  more  to  be  desired  than  great  riches; 
it  is  a  thing  of  beauty  and  a  joy  forever. 

57 


Teachers  should,  above  all  things,  keep  their  own  voices  low  and 
clear. 

4— LANGUAGE. 
First  Month. 

1.  Original   statements*  about   the   home;    appearance,   furniture, 
decorations,  utensils,  and  occupations.     Six  lessons. 

2.  Morals   and   Manners — Cleanliness,   neatness,   and   politeness. 
Two  lessons. 

3.  Health — Positions  and  playing.     Two  lessons. 

4.  Poem— Mother  Goose;  Little  Boy  Blue,  Little  Bo-Peep.  • 

5.  Fable — The  Fox  and  the  Grapes.     Two  lessons. 

6.  Story— The  Little  Red  Hen.     Two  lessons. 

7.  Nature   Story — The   Wee,   Wee   Man.      (Cat  Tails   and   Other 
Tales.)     Two  lessons. 

8.  Picture  Study — The  Wasp,  Bonheur.     Two  lessons. 

Second  Month. 

1.  Familiar  talks  about  the  occupations  of  father  and  mother. 

2.  Morals  and  Manners — Gentleness  and  kindness. 

3.  Health — Sleeping,  eating  and  drinking. 

4.  Poem — Mother  Goose:  Ding  dong  bell.  Pussy's  in  the  well,  Old 
King  Cole. 

5.  Fable — The  Crow  and  the  Pitcher. 

6.  Story— Balder  the  Beautiful   (Cook's  Myths). 

7.  Nature  Story — Golden-rod  and  Aster   (Cook's  Myths). 

8.  Picture  Study — Plowing.     Bonheur. 

Third  Month. 

1.  Conversations   about  getting  ready   for  winter   in  the   home. 
Laying  in  the  stores  of  food,  fuel,  and  clothing. 

2.  Morals — Kindness  to  animals.     Love  and  truthfulness. 

3.  Health — Clothing  and  cleanliness. 

4.  Poems — Mother  Goose:     Sing  a  song  of  sixpence.  There  was 
an  old  woman  who  lived  in  a  shoe. 

5.  Fable — The  Dog  and  His  Image. 

6.  Story — Little  Tuppen  (Baldwin's  Fairy  Tales  and  Fables). 

7.  Nature  Story— Clytie   (Cook's  Myths). 

8.  Picture  Study — Flock  of  Sheep.     Bonheur. 

Fourth  Month. 

1.  Conversation  lessons  about  the  preparation  for  Christmas. 

2.  Morals — Fidelity  to  duty,  Obedience  or  Nobility. 

3.  Health — Growth  of  the  body  as  a  whole. 

4.  Poems — Mother  Goose:   Baa,  baa,  black  sheep;    There  was   a 
little  girl,  she  had  a  little  curl. 

58 


5.  Fable— The  Dog  in  the  Manger. 

6.  Story — First  Thanksgiving  Day. 

7.  Nature  Story — How  Dame  Nature  Got  Her  Frost  (Cat  Tails). 

8.  Picture  Study — Lion  Family.     Bonheur. 

Fifth  Month. 

1.  Talks  about  animal  life  in  winter.  Sources  and  preparation 
of  food  used  in  the  family. 

2.  Morals — Gratitude,  Thankfulness,  and  Forgiveness. 
8.     Health — ^Study  of  head,  arms,  hands. 

4.  Poems — Mother  Goose:  There  was  an  old  woman  lived  under 
the  hill;  Little  Jack  Horner. 

5.  Fable — The  Grasshopper  and  the  Cricket. 

6.  Story— The  Pilgrims. 

7.  Nature  Story— Seedlings  on  the  Wing  (Cat  Tails). 

8.  Picture  Study — Coming  from  the  Fair.     Bonheur. 

Sixth  Month. 

1.  House  cleaning,  Gardening,  Return  of  the  birds. 

2.  Morals — Confession  of  wrong-doing.  Honesty,  Honor. 

3.  Health— ^Legs  and  feet.     The  senses. 

4.  Poem — Mother  Goose:     Hickory,  dickory,  dock;   Curly  Locks. 

5.  Fable— The  Wolf  and  the  Lamb. 

6.  Story — How  Fire  Came  to  Earth  (Judd's  Classic  Myths). 

7.  Nature  Story — The  Little  Maple  Leaves   (Cat  Tails). 

8.  Picture  Study — The  Horse  Fair.     Bonheur. 

SUGGESTIONS  AND   DIRECTIONS. 

When  we  consider  that  Language  is  both  an  end  and  a  means 
of  instruction,  its  importance  will  be  seen.  "To  speak,  read,  and 
write  the  language  proficiently  is  the  chief  requirement  of  all  pro- 
gressive school  systems;  and  to  know  and  to  appreciate  literature  is 
the  chief  test  of  culture." 

The  work  has  been  outlined  by  the  month.  Certain  poems, 
stories,  fables,  etc.,  have  been  suggested;  but  the  teacher  may  make 
a  different  selection  if  she  chooses.  The  course  in  language  in  the 
lowest  grades  includes  the  work  to  be  done  in  Nature  Study,  Physi- 
ology, History,  Geography  and  Civics. 

It  is  intended  this  year  to  give  each  month,  six  conversation  les- 
sons on  homes  to  open  the  children's  eyes  and  to  cultivate  expres- 
sion, two  lessons  to  Morals  and  Manners,  and  tw^o  each  to  Health, 
Poems,  Fables,  Stories,  Nature  Stories  and  Picture  Study.  In  the 
first  grade  the  children  will  become  familiar  wath  Mother  Goose  Mel- 
odies and  Rosa  Bonheur  and  her  pictures. 

The  plan  is  for  each  grade  to  become  familiar  with  one  poet  and 
his  poems  and  one  artist  and  his  pictures  each  year. 

59 


The  Problem  of  Language  Teaching. — When  children  enter  school 
at  six  years  of  age  they  have  acquired  a  large  number  of  spoken 
words  and  idioms,  but  their  knowledge  of  the  language  is  restricted 
from  lack  of  an  experience  calling  out  the  necessity  for  more  varied 
expression,  and  from  their  ignorance  of  correct  language  forms.  Of 
written  language  they  have  none.  Therefore,  definite  means  must  b© 
provided  by  which  experience  may  be  enlarged,  and  knowledge  of 
language  forms  be  supplied  to  meet  the  growing  demand  for  ex- 
pression. 

Language  teaching  is  often  barren  of  good  results  because  some 
teachers  clothe  their  work  with  unnecessary  formality,  while  others 
work  without  any  definite  aim,  in  a  spasmodic  way  without  knowing 
exactly  what  is  needed  to  be  done.  Language  teaching  should  he 
characterized  by  clearness,  simplicity,  and  directness  of  aim  and  pur- 
pose. At  all  stages  of  progress,  success  in  teaching.  English  depends 
upon  "line  upon  line,  and  precept  upon  precept." 

The  First  Step. — "The  fact  that  lies  at  the  foundation  of  all  lan- 
guage teaching  is  that  language  was  invented  by  men  because  of  the 
need  to  express  thoughts  and  emotions  and  to  preserve  records.  This 
being  true,  it  follows  that  the  first  thing  to  do  in  teaching  language 
is  to  arouse  thoughts  and  to  inspire  emotions  such  as  will  stimulate 
heart  and  brain,  and  force  the  child  to  ask  questions,  or  to  utter 
spontaneous  exclamations,  statements,  and  commands,"  In  other 
words,  the  first  thing  to  do  is  to  make  the  child  to  think  and  to  feel. 

"Have  something  to  say  and  say  it"  is  a  good  motto.  It  is  a 
difficult  thing  to  teach  a  child  to  speak  or  to  write  when  he  has  noth- 
ing to  say.    We  must  have  content  before  we  can  have  form. 

To  these  ends  the  following  course  in  Language  has  been  planned. 

LANGUAGE    LESSONS. 

Conversations. — This  series  is  designed  to  lead  the  child  to  ob- 
serve his  home  environments  more  carefully,  to  arouse  in  him  a 
deeper  sympathy  for  the  common  but  necessary  things  done  at  home, 
and  to  train  him  to  converse  with  his  teacher  and  with  his  fellows. 
These  lessons  should  be  indeed  conversation  lessons,  not  a  question 
and  answer  match.  The  little  ones  should  be  trained  from  the  start 
to  observe  the  rules  of  politeness  in  conversing — to  pay  courteous  at- 
tention to  what  is  said,  to  wait  until  another  is  through  speaking  be- 
fore they  begin,  etc.  It  is  desirable,  however,  that  these  lessons  be 
as  free  and  natural  as  possible.  The  teacher  should  observe  the 
children's  errors  in  the  use  of  words  and  in  their  pronunciation,  and 
correct  them  in  a  way  that  will  not  make  the  child  timid.  Anything 
like  criticism  should  be  avoided. 

IVIorals  and  IVlanners. — The  chief  aim  in  all  education  is  to  make 
good  citizens.  To  this  end  a  place  is  given  upon  the  regular  program 
to  morals  and  manners.  It  is  not  intended  that  the  teacher  shall 
preach  morals  into  children.     It  cannot  be  done.     The  idea  is  for  the 

60 


teacher,  by  story,  by  anecdote,  or  example,  to  place  before  the  chil- 
dren the  virtue  to  be  cultivated  or  the  vice  to  be  avoided,  remem- 
bering always  that  positive  teaching  is  more  effective  than  negative. 
"Thou  shalt  do  a  good  deed"  is  more  effective  than  "thou  shalt  not 
do  a  bad  one." 

Conversations  with  the  children  about  the  rightness  or  the  wrong- 
ness  of  certain  examples  of  conduct  are  appropriate.  Children  do 
not  know  right  from  wrong  until  they  learn.  Each  child's  ideas  of 
these  things  are  determined  largely  by  his  environment.  For  exam- 
ple, in  some  places  the  children  grow  up  with  the  idea  that  it  is  right 
and  manly  to  "get  even"  with  one  who  does  them  an  injury,  never 
thinking  that  they  cannot  get  even  with  evil  men  without  becoming 
evil  themselves.  It  is  important  that  correct  standards  of  conduct 
be  taught. 

Health  Lessons. — ^A  sound  mind  in  a  sound  body  is  an  end  greatly 
to  be  desired.  In  early  life  children  should  be  instructed  in  the  care 
of  their  bodies  and  so  exercised  in  right  lines  that  right  habits  will 
be  formed.  To  this  end  two  lessons  each  month  have  been  planned. 
These  lessons  should  be  presented  in  a  conversational  way,  and 
should  be  made  as  impressive  as  possible.  See  "Essentials  of  Health" 
for  exercises. 

Poems. — Each  month  the  children  will  have  read  to  them  a  poem, 
and  some  of  it  should  be  memorized.  They  should  enjoy  the  poem; 
should  see  the  images  suggested  by  it.  This  exercise  will  stimulate 
the  imagination,  touch  the  emotions  and  furnish  standards  for  the 
best  English.  Memory  gems  learned  in  childhood  are  seldom  for- 
gotten; often  they  suggest  ideals  of  the  highest  living. 

Fables. — Fables  are  very  interesting  to  children.  They  contain 
in  homely  garb  great  moral  truths.  They  should  be  told  not  read  to 
the  children.  Encourage  the  pupils  to  learn  the  story  so  they  can  tell 
it  at  home  to  "mama." 

Stories. — "The  first  qualification  of  being  a  good  primary  teacher 
is  to  tell  a  story  well."  The  purposes  of  telling  stories  to  children 
are  so  many  that  only  a  few  can  be  mentioned.  Children  are  de- 
lighted with  "tales."  It  is  possible  to  mold  their  moral  natures  al- 
most at  will  by  the  right  use  of  right  stories.  Their  imaginations  are 
quickened  by  the  images  aroused  through  story-telling;  and  their 
vocabularies  can  be  enlarged.  Children  are  better  pleased  with  stories 
told  to  them  than  read  to  them.  They  should  be  encouraged  to  tell 
the  stories  at  home;  and  should  be  taught  the  value  of  telling  a  story 
well  in  real  life. 

Nature  Stories. — It  is  planned  to  have  read  or  told  to  the  children 
one  nature  story  each  month.  Children  are  delighted  with  myths; 
and,  if  this  work  is  well  done,  they  will  grow  up  in  sympathetic 
touch  with  "mother  nature."  Let  us  keep  in  mind  that  the  problem 
of  the  teacher  is  not  so  much  to  arouse  in  the  heart  of  the  child  a  love 

61 


of  nature,  as  to  keep  him  from  losing  that  love  in  our  artificial  sys- 
tems of  education. 

Pictures. — The  plan,  also,  involves  the  study  of  one  picture  eacb 
month.  These  pictures  have  been  selected  with  a  view  to  revealing 
to  the  children  the  beauties  of  nature,  the  charms  of  rural  life,  or 
some  great  lesson  to  be  learned  from  them.  In  our  schools  too  often, 
we  fear,  the  joys  and  advantages  of  country  life  are  ignored  while 
those  of  the  city  are  held  up  in  glowing  terms  before  the  hungry 
Imaginations  of  the  children.  This -is  not  best.  On  the  other  hand, 
let  the  rural  teacher,  at  least,  by  conversations  about  home,  its  joys 
and  its  beauties,  by  the  skilful  use  of  poem  and  picture,  teach  the 
children  of  the  country  the  great  truth  that  the  greatest  beauty,  the 
best  health,  and  the  highest  joys  are  not  found  in  the  din  and  turmoil 
of  the  distant  and  alluring  city,  but  in  the  oM  country  home.  At  the 
same  time,  let  it  be  suggested  how  that  which  is  good  may  be  made 
better  in  home  and  community. 

Language  Games. — One  of  the  newer  and  thoroughly  accepted 
ideas  is  that  much  correction  of  errors  may  be  successfully  achieved 
through  the  instrument  of  language  games.  Practically  all  up-to-date 
schools  use  these  games  in  the  first  three  grades.  "Language  Games," 
by  Myra  Kelley,  Educational  Publishing  Co.,  outlines  the  principles 
and  gives  forty-four  such  games. 

From  all  these  things  it  will  be  seen  that  the  Language  Lessons 
should  grow  out  of  the  home  life  of  the  child;  they  should  enfich  his 
experience,  and  make  him  happier  and  better. 

The  teacher  will  observe  that  in  each  of  the  first  three  grades  the 
poems  are  by  the  same  author  and  the  pictures  from  the  same  artist. 
This  is  because  it  was  thought  wise  to  make  the  children  acquainted 
with  at  least  one  poet  and  one  artist  a  year.  However,  if  the  teacher 
prefers  it,  she  may  substitute  other  poems  and  pictures  by  different 
authors  and  artists.  The  plan  adopted  in  this  course  was  recom- 
mended to  the  writer  by  many  of  the  best  primary  teachers  in  the 
country.  It  must  be  understood  that  the  picture  study  is  primarily  a 
part  of  the  language  work  and  to  form  a  basis  for  language  lessons. 

5— NUMBER   WORK. 
First  and  Second   IVIonths. 

During  the  first  two  months  of  school  the  following  parallel  lines 
of  work  will  be  taught: 

1.  Counting  with  and  without  objects. 

2.  Drawing  lines  of  a  given  length. 

3.  Finding  equal  parts  of  composite  numbers  4,  6,  8,  9,  10.  Let 
the  pupils  use  square  inches  laid  in  form  of  square  and  rectangle. 

4.  Little  problems  given  by  the  teacher,  and  by  the  students  to 
one  another. 

'  5.    Separation  of  numbers  to  8  into  unequal  parts. 


6.  Learning  the  number  of  the  lessons  and  the  page  in  the 
readers. 

Encourage  the  children  to  look  for  number  and  quantity  about 
home.  How  many  toes  has  a  chicken?  How  many  rails  in  a  panal 
of  fence?  How  many  posts  in  a  given  distance?  How  far  apart  are 
posts?  How  long  is  a  rail?  How  many  gallons  of  mik  does  the  cow 
at  home  give?  The  children  should  use  their  ideas  of  number  in  get- 
ting acquainted  at  home. 

Third  Month. 

Introduce  the  foot  ruler  with  inches  subdivided  into  fourths. 
Draw  lines  involving  the  half  inch.  Measure  the  yard  with  the  foot 
and  give  home  problems  involving  feet  and  yards.  Teach  signs  plus, 
minus  and  equality,  and  have  the  class  learn  and  express  all  combina- 
tions in  which  the  sum  is  not  greater  than  6;  such  as  4  and  2,  6  less 
3,  one  half  of  6,  one  third  of  6,  two  thirds  of  6,  6  divided  by  2,  2  times 
3,  etc.     Count  by  lO's  to  100. 

Fourth  Month. 

Teach  the  combinations  through  8  as  in  the  third  month.  Teach 
the  relations  of  gallon,  quart  and  pint,  using  the  actual  measures. 
Thus  a  gallon  is  4  quarts;  a  quart  is  one-fourth  of  a  gallon.  Count 
and  write  to  100.     Use  splints  about  4  inches  long  in  (bundles  of  10. 

Fifth  Month. 

Teach  and  xipress  the  equal  and  unequal  parts  of  9  and  10.  Count 
by  2's  to  12.     Use  familiar  denominate  numbers  and  teach  units  and 
relations  of  the  yard-foot,  bushel-peck,  dollar-quarter-dime-nickel-cent, 
^week-day.    Continue  the  home  problems. 

Sixth  Month. 

Teach  addition  and  subtraction  by  placing  one  number  under  the 
other  with  the  sign  at  left  of  lower  number.  Add  columns  whose  sum 
does  not  exceed  10.     Learn  halves  of  odd  numbers  to  11. 

Teach  continually  the  three-type-problems;  one-third  of  9  are  how 
many?  2  is  what  part  of  4?  Teach  to  tell  the  time  by  the  clock. 

Arithmetic  learned  in  school  should  be  applied  at  home,  and 
number  relations  learned  at  home  should  be  applied  at  school.  The 
school-life  and  the  home-life  should  be  one  life,  not  two  lives. 

6_HAND  WORK. 

The  following  course  in  Hand  Work  has  been,  adapted  from  that 
set  forth  in  the  Illinois  Course  of  Study. 

The  Science  of  Number  in  the  primary  grades  until  somewhat  re- 
cently has  been  much  less  useful  as  an  educational  agency  than  it 
should  have  been.    Consisting  mainly  of  formal  combinations  of  num- 


bers  without  apparent  reasons  for  presenting  them  to  children,  it 
has  failed  to  give  that  high  degree  of  mental  discipline  which,  when 
properly  presented,  it  is  so  well  calculated  to  afford. 

A  new  era  has  dawned  upon  the  science  of  numbers  in  the  pri- 
mary grades;  a  stepping  stone  to  formal  work  has  been  discovered, 
^o  carefully  graded  that  the  child  can  follow  it  with  interest  and 
pleasure.  Constructive  number  work,  when  properly  taught  affords 
the  finest  mental  discipline  of  any  study  in  the  primary  grades.  It 
gives  quickness  of  perception,  the  power  of  concentration  and  an  in- 
tellectual grasp  that  can  be  acquired  in  no  other  branch  of  study. 
In  preparing  the  following  outlines  an  attempt  has  been  made  to 
make  the  work  not  only  simple,  progressive  and  practical,  but  to 
adapt  it  to  the  wants  of  those  who  believe  that  constructive  number 
should  be  taught  in  connection  with  the  other  branches  of  work. 
Great  care  has  been  taken  to  make  the  suggestions  simple  and  direct. 

First  Year. 
Basic   Principles. — I.     Cutting.     II.  Representative     Construction. 
III.  Box  Making.      IV.  Book  Making.       V.  Apparatus    Making.      VI. 
Weaving.     VII.  Decorative  Construction. 

I.  Cutting — 

1.  Cutting  to  line— /pictures  from  magazines  and  old  seed  cata- 

logues relating  to  literature  and  nature. 

2.  Cutting  from  objects — birds,  animals,   vegetables,  fruits,  etc. 

3.  Cutting  from  memory — birds,  trees,  lamp  posts,  fences,  etc. 

4.  Cutting   from  imagination — to   illustrate   History   and   Litera- 

ture, a.  Cutting  in  one  piece,  b.  Cutting  separate  objects 
and  combining  to  form  complete  picture. 

II.  Representative  Construction — 

1.  Figures  made  with  tooth  picks  and  pegs  on  desks,  a.  Games — 

shovel,  swing,  cart,  sled,  pail,  seesaw,  b.  Home  Occupations 
— stove,  chair,  couch,  table,  broom,  dish,  brush,  duster,  flat- 
iron,  tub,  coal  scuttle,  wash  board,  dust  pan,  candle  stick, 
tea  pot,  coffee  pot,  clothes  rack,  churn,  house,  sail  boats, 
etc. 

2.  From  folding  and  cutting  to   crease,   a.   Square    prism.     Ob- 

jects based  on  square  prism — Box,  trunk,  cradles,  house, 
barn,  table,  bed,  kettle,  wagon,  clock,  street  car,  bath  tub, 
match  safe.,  music  cabinet,  b.  Cube.  Objects  based  on  cube — 
chair,  taboret,  match  safe,  cart,  wheelbarrow,  basket,  c. 
Thanksgiving  basket,  church  steeple. 

3.  Other  objects — May,   Christmas    and     Thanksgiving  baskets, 

seed  and  work  envelopes,  sleigh,  sled,  soldier  cap,  sail  boat, 
candy  box,  book  mark,  wall  pocket,  church,  corn  crib,  barn. 

4.  Introduction  of  Ruler. 

Drawing  of  1,  2,  3,  4,  5,  and  6  inch  lines.  Compare.  Draw  1, 
2,  3,  4,  5  inch  squares  for  paste  trays.  Compare  squares. 

64 


Cut  various  ^ized  squares  and  rectangles  on  which  to  mount 

autumn  leaves. 
Cut  squares  of  colored  paper  and  arrange  according  to  color 

and  size. 
Cut  squares  of  red,  white  and  blue  paper. 
Cut  strips  for  paper  chains. 
Cut  one-inch  strips  for  paper  mat  weaving. 

III.  Box  Making— Seed,  chalk,  soil  and  work  hoxes,  trays  for  paste 

and  pins,  half  inch  strips  prepared  for  double  weaving  of 
boxes. 

IV.  Book   Making — ^Bcoks   to   contain   free   cutting   and   pictures   cut 

from  magazines.  Book  to  contain  Perry  pictures. 

V.  Weaving  (Textiles). 

1.  Double  weaving  in  making  circular  and  rectangular  baskets 

and  cubical  twine  holders. 

2.  Single  weaving  around  circular,  rectangular  and  cubical  forms. 

3.  Weaving  on  fiat  card  board  looms  to  illustrate  first  principles 

in  darning — make  rugs  for  doll  house,  blankets  for  doll  bed 
and  curtains. 

VI.  Decorative  Construction. 

1.  Free  cuttings  of  stories  for  decorative  purposes. 

2.  Assorted  colored  geometrical  cuttings,  applied  to  problems. 

3.  Designing  in  bands,  one  or  two  colors. 

4.  Chains,  garlands,  balls,  baskets,  leaves,  flowers. 
Materials. — Drawing,   lining,   ingrain,    and   figured    wall     papers, 

tissue,  poster,  manilla  and  colored  papers,  punch,  jute  and 
bristol  board,  paste,  woolen  carpet  yarn,  jute  and  raffia, 
colored  crayon,  paints,  pegs,  tooth  picks,  twine. 

Tools. — Scissors,  brush,  pencil,  darning  needle,  ruler. 

Movements. — Cutting  and  folding,  measuring  to  one  inch  and  one- 
half  inch,  pasting,  tying,  lacing,  wrapping,  penciling  out- 
lines, cutting  and  assembling,  sewing  and  ipunching,  making 
leaf  and  geometric  outlines,  threading  looms. 

First  Month. 

Cut  from  magazines,  papers  and  seed  catalogues  those  pictures 
which  relate  to  the  nature  work  and  literature.  Cut  from  objecta 
placed  before  pupils.  Have  an  occasional  cutting  lesson  from  mem- 
ory. Use  the  imaginative  cutting  and  tearing  more  often  than  any 
of  the  above  mentioned  for  illustration.  Pass  to  pupils  squares  of 
the  desired  size  and  fold  and  cut  seed  or  crayon  boxes.  Fold  square 
prism — box,  trunk,  house,  barn,  table,  bed.  Cut  paper  dolls  and  dress 
them. 

Second  Month. 

Continue  imaginative  cutting  and  tearing.  Assemble  parts  to 
bring  out  a  few  of  the  elementary  ideas  of  perspective.  Pass  shoe 
pegs  and  tooth  picks  and  have  pupils  lay  them  in  the  shape  of  shovel, 

65 

C.  S.— 3 


swing,  cart,  sled,  pail,  seesaw,  chair,  couch,  table,  broom,  duster, 
brush,  iron,  tub,  scuttle,  wash  board,  dust  pan,  churn.  Continue  to 
make  objects  based  on  the  square  prism,  such  as  cradles,  ibath  tub, 
wagon,  street  car,  match  safe.  Begin  to  place  before  pupils  simple 
objects  based  on  those  previously  constructed  and  have  them  make 
others,  without  assistance.  Give  ample  opportunity  for  originality. 
Construct  cube.  Make  box  with  cover,  chair,  taboret,  match  safe, 
cart,  wheelbarrow. 

Third  Month. 

Continue  cutting  and  tearing  to  illustrate  stories.  Cut  wigwams, 
bow  and  arrows,  tomahawk,  etc.  Continue  to  have  an  occasional 
lesson  in  cutting  from  memory  and  from  objects.  Use  shoo  pegs, 
and  tooth  picks  in  arranging  designs  on  desk.  Fold  pyramid.  Thanks- 
giving basket.  Combine  house,  square  prism  and  pyramid  in  mak- 
ing church.  Fold  Mayflower,  cradle  and  lanterns. 

Fourth  Month. 
Continue  imaginative  cutting  and  tearing.  Assemble  parts  to 
make  complete  picture.  Construct  triangular  iprism  from  folding. 
Simple  formal  foldings  decorated  and  used  as  Christmas  and  New 
Year's  cards.  From  foldings  make  CHristmas  tree  decorations,  let- 
ter cases,  book  marks,  candy  boxes,  envelopes.  Arrange  herders  of 
simple  geometric  forms  of  colored  paper.  Apply  decoration  to  ob- 
ject made. 

Fifth  Month. 
Continue  imaginative  cutting  and  assembling  of  parts.  Intro- 
duce the  ruler.  Drawing  of  1,  2,  3,  4,  5  and  6  inch  lines.  Compare 
lines.  Make  chains  for  decorating  room.  Cut  1,  2,  3,  4,  5  iuid  6 
inch  squares  for  paste  trays.  Compare  squares.  Cut  various  sized 
squares  and  rectangles  on  which  to  mount  leaves  and  flowers  gath- 
ered and  pressed  during  autumn.  Cut  squares  of  colored  paper  and 
arrange  according  to  color  and  size.  Cut  one  inch  strips  for  paper 
mat  weaving.  Form  woven  rectangles  and  squares  into  card  and 
letter  cases.  For  decoration,  draw  around  simple  geometric  forms 
and  color  surface  with  the  outline.  Napkin  ring  wrapped  with  raffia. 
Cut  red,  white,  and  blue  paper  squares.  Arrange  these  and  in 
the  center  mount  the  picture  of  Washington  or  his  home.  Make  Red 
Riding  Hood  basket.  Make  booklets  in  which  to  mount  Ferry  pic- 
tures or  free  cuttings.  For  decorations  cut  figures  from  wall  paper. 
Encourage  originality  in  all  this  work. 

Sixth  Month. 
Introduce  half  inch.  Make  study  of  wool.  Shearing  of  sheep, 
washing,  carding,  spinning  and  dyeing  of  wool.  Let  the  teacher 
demonstrate.  Make  card  board  looms.  Place  warp  threads  one- 
half  inch  apart.  Wetive  rugs  for  doll  houses,  blankets  for  bed  and 
curtains.     Make  word  books,  crayon  boxes,  half  inch  thread  winders 

66 


Make  simple  design  in  bands  of  two  or  three  colors  for  ends  of 
rugs.  Continue  to  place  before  the  pupils  completed  objects  asking 
them  to  make  similar  ones.  Urge  the  pupils  to  work  out  their  own 
ideas. 

Illustrative  Cutting.  Cut  half  inch  strips  for  weaving.  Weave 
around  square  and  rectangular  objects.  Introduce  double  weaving 
(strips  cut  by  machine).  Make  circular  baskets  and  cubical  twine 
holder.  Construct  weather  vane,  pin  wheel,  simple  May  baskets 
based  on  square  and  rectangle.  May  crown,  simple  poem  books,  lan- 
terns, cages,  fans,  berry  boxes,  kites.  For  decoration  use  spring  flowers 
and  leaves  as  motives. 

SUGGESTIONS   AND    DIRECTIONS. 

Without  entering  upon  a  discussion  of  the  psychology  of  number, 
it  may  be  said  that  it  is  generally  agreed  that  the  number  concept 
arises  from  the  mind's  activity  in  measuring  quantity.  A  little  re- 
flection will  convince  one  that  the  practical  value  of  number  is  found 
in  the  necessity  for  measuring  quantity.  How  much  is  an  ever  pres- 
ent question.  These  things  being  true,  it  follows  that  actual  measur- 
ing with  real  measures  should  enter  largely  into  any  method  of  teach- 
ing numbers  to  children. 

For  the  first  half  year  at  least  the  work  should  be  mainly  oral, 
and  largely  incidental  to  other  school  exercises,  especially  hand 
work,  in  this  way  the  child  begins  to  feel  the  need  of  measuring  the 
numbering.  This  related  number  work  will  consist  mainly  in  count- 
ing objects  and  units  of  measure  and  in  finding  and  stating  results 
in  problems  like  the  following: 

1.  When  two  or  more  equal  numbers  are  combined. 

2.  When  two  or  more  unequal  numbers  are  combined. 

3.  When  a  number  is  separated  into  two  or  more  equal  parts. 

4.  When  a  number  is  separated  into  two  unequal  numbers. 
The  results  of  the  combinations  and  separations  made  in  the  first 

two  school  years,  must  be  fixed  in  memory;  for  though  the  child  may 
see  that  4  rows  of  squares  with  5  squares  in  a  row  are  20  squares,  he 
knows  that  5  times  4  are  20,  because  he  remembers  it.  Quickness  and 
accuracy  of  calculations  depend  upon  how  well  the  various  number 
combinations  are  remembered.  Now,  remembering  depends  upon  at- 
tention, repetition  and  expression.  It  follows,  therefore,  that  the 
teacher  should  use  a  method  that  will  attract  the  child's  attention  to 
the  number  facts  to  be  learned;  these  must  be  fixed  in  memory  by 
repetition;  and  they  should  be  expressed  in  clear,  appropriate  lan- 
guage. 

The  teacher  of  number  lb  primary  children  should  read  such  text- 
books on  teaching  number  as  the  Psychology  of  Number  by  McClel- 
lan  and  Dewey.  She  should  also  secure  a  number  of  modern  primary 
arithmetics  for  a  comparison  and  study  of  their  methods.  Such  texts 

67 


as  Smith's  Primary  Arithmetic,  published  by  Ginn  &  Co.,  and  Milne's 
Primary  Arithmetic,  by  American  Book  Company  are  excellent. 

If  the  teacher  will  instruct  some  of  her  oldest  and  most  trust- 
worthy girls  in  regard  to  the  constructive  work  to  be  correlated  with 
Number,  they  will  be  able  to  assist  much  in  the  seat  work. 

The  First  and  Second  year  classes  in  number  are  to  recite  at  the 
same  time;  but  the  courses  are  not  alternated. 

7— GENERAL  EXERCISES. 
I.  Agriculture. 

1.  Farm  crops. 

a.  Corn — ^planting,  gathering. 

b.  Cotton— (planting,  picking. 

2.  Garden  and  orchard. 

a.  Apple — uses  as  food,  storing  for  winter,  gathering, 
h.  Beans — planting,  uses,  canning. 

3.  Domestic  animals. 

a.  Cow — feeding,  watering,  housing,  uses,  value. 

b.  Horse — uses,  feeding,  value. 

4.  Miscellaneous. 

a.  Farm  implements:  Hoe,  rake,  plow,  as  to  uses,  appearance,  etc. 

b.  Weeds:   The  most  common  good  and  bad  ones  in  relation  to 

farm  activities. 

II.  Nature  Study. 

1.  Animals. 

a.  Dogs — traits,  uses,  care,  kinds. 

lb.  Birds:    Robin,   bluebird,   chickadee,   chipping  sparrow,  English 

sparrow,  crow;   as  to  appearance,  habits,  song,  good  or  bad 

for  community. 

c.  Frogs  and  salamanders:  Tree  frog,  toad,  red  and  green  newts; 

as  to  food,  habits,  appearance,  habitat. 

d.  Fishes:  ;Sunfish,  goldfish,  shiners;  as  to  food,  appearance,  where 

found,  relative  value  as  food. 

e.  Miscellaneous:  Snakes,  turtles;  as  to  kinds,  appearance,  habits, 

place  of  living. 

2.  Plants. 

a.  Wild  flowers:    Arbutus,  anemone,   goldenrod,  dandelion,  aster, 

bluets,  hurdock,  buttercup,  milkweed,  poison  ivy,  oxeye  daisy; 
as  to  appearance,  uses,  good  or  bad. 

b.  Garden:    Radishes,  onions,  rhubarb;    studied  simply  as  plants 

as  suggested  above. 

c.  Fruit:   Peach,  plum;   studies  as  a  tree  and  fruit  and  not  as  a 

farm  product. 

d.  Trees:  Soft  maple,  chestnut;  as  to  appearance,  shape  of  leaves, 

kind  of  bark,  character  of  wood, 

68 


c.  Flowerless  plants:    Ferns,  few  kinds  discussed  as   to  appear- 
ance, etc. 
3.    General. 

Frost — how   formed,   effect  on   plant  life,   what   plants   resist  its 
blighting  power. 

ill.  Household  Arts. 

1.  The  home — Its  purpose;   what  does  father  do;   mother;   brothers; 

sisters?  How  do  you  help? 

2.  Interior  of  the  home — Uses,  furnishings;  methods  of  cleaning  with 

ibrooms,    dusters,    carpet   sweepers,    vacuum   cleaners,    damp 
cloth;  care  of  clothing. 

3.  Heating  of  home — Kinds  of  fuel;  source  and  supply  of  wood,  coal, 

and  kindling;   stoves,  grates,  and  fireplaces,  and  their  points 
of  advantage  and  disadvantage. 

4.  Sources  of  food — ^Garden,  orchard,   farm,   store;    how  food  is  se- 

cured from  these  and  in  what  condition. 

SUGGESTIONS  AND  DIRECTION. 

The  work  in  agriculture,  nature  study  and  domestic  science  in 
this  grade  should  be  correlated  with  the  language  work.  Much  of 
the  work  in  "conversation  lesson"  should  be  based  upon  these  s-en- 
eral  exercises.  The  idea  is  to  train  the  children  in  observation  and 
expression.  Drawing  may  well  be  correlated  with  these  lessons  as  a 
means  of  expression.  It  is  not  intended  that  any  class  shall  do  all 
the  work  herein  outlined.  Rather  should  the  teacher  make  seloctions 
appropriate  to  the  children's  tastes,  environments  and  the  time  of 
year. 

These  suggestions  apply  to  the  second,  third  and  fourth  grades  as 
well  as  to  the  first  grade. 


69 


SECOND  YEAR. 


TEXT  BOOKS. 

STATE  ADOPTION— McGuffey's  Second  (Reader,  and  Primary 
Arithmetic. 

SUPPLEMENTARY  BOOKS  (Suggested).— ^New  Education  Reader 
Book  3,  Jones'  Second  Reader,  Stepping  Stones  No.  2,  Lights  to 
Literature,  Book  1,  Baldwin's  Reading  by  Grades,  I,  Cyr's  Art  Reader 
No.  I,  Brook's  Reading  by  Grades,  No.  II,  Cyr's  Reading  by  Grades  No. 
II,  Beckwith's  In  Mythland,  Fox's  Indian  Primer,  Wiltsie's  Folklore 
Stories. 

Synopsis  of  Second  Year  Course. 

1.  Reading — Second  Reader  completed.  Supplementary  Readers. 

2.  Writing. — Correlated  with  Reading,  Spelling,  and  Language. 

3.  Spelling — Words  from  readers  and  phonetic  words  continued. 

4.  Language. — ^Statements,  Stories,  Fables,  Picture  Lessons, 
Poems,  Health  Lessons,  Morals  and  Manners. 

5.  Number. — Combinations,  operations  and  applications  within 
20.     Text  book  through  Lesson  43. 

6.  Hand-work. — Paper  cutting,  representative  construction  with 
Number. 

7.  General  Exercises.— iSinging,  Drawing,  Agriculture  and  House- 
hold Arts. 

DIRECTIONS  AND  SUGGESTIONS  ON  THE  COURSE. 

1 — ^Reading. 

The  ,teacher  should  read  carefully  the  directions  and  suggestions 
for  first  year  work,  and  the  preface  of  the  text  book.  She  should  seek 
all  the  help  the  author  can  give.  One  cause  of  failure  in  teaching 
text  books  lies  in  the  fact  that  the  teacher  does  not  understand  and 
often  makes  no  effort  to  understand,  the  authors  plan  in  the  book. 
It  is  a  poor  soldier  that  does  not  understand  the  workings  of  his  gun, 
and  a  poor  teacher  that  does  not  understand  his  text  ibooks.  The 
author  of  a  series  of  readers  tries  to  grade  the  vocabularies  so  the 
student  can  read  the  books  with  ease  and  pleasure;  therefore,  below 
the  Fifth  Grade  the  lessons  in  the  readers  should  be  taken  in  the 
order  of  the  book  and  not  to  suit  some  idea  of  correlation.  The  read- 
ing lesson  is  to  learn  to  read — forget  it  not.  It  is  not  a  nature  study 
lesson,  or  an  arithmetic  lesson  nor  a  geography  lesson  but  a  reading 
lesson;    and  the  reading  period  should  be  kept  for  the  pleasure  of 

70 


real  reading.  Even  the  work  in  phonetics  should  be  kept  apart  from 
the  reading  lesson  proper,  at  least  at  first. 

At  the  beginning  of  the  second  year  the  children  should  revie'W 
the  first  Reader  before  taking  up  the  Second  Reader.  Between 
schools  they  forget  much.  Two  -or  three  weeks'  review  will  bring 
it  all  back  again  to  mind.  These  precautions  are  necessary  to  pre- 
vent discouragement,  since  second  readers  are  often  a  long,  hard 
step  above  the  first  readers  and  not  so  well  graded.  The  specific  ends 
of  these  reviews  are  to  secure  certainty  in  vocabulary,  intelligent  and 
accurate  reading,  confidence  and  fiuency. 

The  teacher  should  prepare  for  each  recitation.  She  should 
look  through  the  lesson  to  see  what  thought  is  expressed,  and  to 
decide  what  illustrations  she  will  use  to  make  the  thought  clear 
and  to  emphasize  it.  She  should  read  the  lesson  carefully,  noting 
the  difficulties  as  they  appear.  She  should  try  to  take  the  child's 
viewpoint  in  deciding  where  the  "hard  places"  are;  and  she  should 
decide  in  advance  what  devices  she  will  use  in  helping  him  to  over- 
come them.  She  should  note  what  words  are  to  be  mastered  phoneti- 
cally and  what  ones  may  be  learned  from  their  positions  in  the  sen- 
tences. Nay,  more,  she  should  even  think  over  what  ibackward  chil- 
dren will  likely  need  help.  The  practice  of  definite  preparation  takes 
little  time  and  it  is  the  key  to  success. 

Pictures  are  found  at  the  head  of  nearly  every  reading  lesson. 
They  tell  enough  of  the  story  to  make  the  class  want  more.  The 
teacher  should  discuss  the  pictures  with  the  children  and  teach  them 
to  read  them.  In  this  conversation  most  of  the  new  words  of  the  les- 
son will  be  used,  among  them  the  words  at  the  head  of  the  lesson. 
As  these  words  are  mentioned  by  the  children,  the  teacher  should 
write  them  on  the  board,  and  their  printed  forms  learned  from  the 
text. 

Following  the  picture  study,  the  class  should  read  the  selection 
through  silently  to  get  the  lesson  in  mind  as  a  whole,  after  which 
a  careful  study  of  words,  phrases,  sentences  and  paragraphs  should 
be  made  in  class.  The  child  should  read  a  sentence  silently,  then 
look  at  the  teacher  and  tell  her  what  it  says.  Students  must  be 
trained  to  keep  the  eye  ahead  of  the  tongue,  and  to  take  in  a  word 
group  at  a  glance.  Children  that  point  at  the  words  will  seldom 
read  fiuently  and  well,  because  they  do  not  cultivate  the  eye  in  tak- 
ing in  groups  of  words  quickly.  A  good  reader  perceives  instantly 
the  content  of  a  clause,  a  sentence  and  even  a  paragraph.  Some 
readers  have  developed  this  eye  power  until  they  can  almost  read  a 
book  hy  turning  through  it. 

After  the  students  have  read  the  selection  sentence  by  sentence, 
they  should  close  their  books  and  tell  the  story,  as  well  as  they  can, 
to  the  teacher,  after  which  they  are  ready  for  oral  reading.  The 
question  is  not  how  many  lessons  a  child  reads  in  a  given  time  but 
how  well. 

71 


students  will  continually  be  meeting  with  new  words  not  brought 
out  in  the  picture  study.  They  should  be  treated  as  sight  words  or 
phonetic  words.  If  they  are  not  such  as  can  be  made  out  by  the 
children  through  their  letters  or  syllables,  the  teacher  should  name 
them  at  once  or  lead  the  children  to  name  them  through  their  posi- 
tion in  the  sentence.  If  they  are  phonetic  words,  the  teacher  should 
patiently  lead  the  class  to  make  them  out  for  themselves.  The  chil- 
dren must  be  taught  to  help  themselves.  To  this  end  frequent  les- 
sons should  be  given  in  analyzing  w-ords  into  syllables  and  sounds, 
in  learning  diacritical  marking  of  letters,  and  in  building  new  words 
from  syllables  or  phonograms.  A  very  good  form  of  seat-work  for 
children  in  this  and  other  primary  grades  is  to  write  a  number  of 
syllables  and  letters  on  the  board  and  have  them  make  as  many  words 
as  possible  out  of  them.  Children  like  to  build  things.  If  this 
phonetic  work  is  done  well,  by  the  end  of  the  third  year  students  will 
be  able  to  make  out  most  of  the  words  of  their  reading  lessons  without 
assistance. 

Teach  students  certain  standards  of  good  reading  and  lead  them 
to  apply  them.  For  example,  your  reading  is  good  if  every  one,  with- 
out looking  at  a  book,  understands  and  enjoys  your  reading. 

Stand  erect  with  shoulders  thrown  back  when  you  read. 

Hold  the  book  in  the  left  hand  as  far  from  the  eye  as  you  can 
see  easily  and  low  enough  not  to  hide  the  mouth. 

Be  sure  you  can  pronounce  the  words  and  know  the  meaning  of 
the  sentences  before  you  try  to  read  to  others.  Take  a  deep  breath 
before  beginning  to  read. 

Read  loudly  enough  that  all  may  hear  you  and  slowly  enough 
that  each  word  may  be  heard  distinctly. 

2— WRITING. 

For  directions  and  suggestions  see  Writing  for  First  Year. 

During  this  year  the  children  should  do  some  writing  at  their 
seats.  Copying  all  or  a  part  of  a  reading  lesson  with  careful  attention 
to  spelling,  capitals,  punctuation,  and  paragraphing  is  a  good  seat- 
exercise.  Children  should  not  do  careless  work,  nor  write  till  their 
hands  and  arms  are  tired. 

3— SPELLING. 

Read  the  suggestions  for  First  Year.  By  the  close  of  the  Second 
Year  the  children  should  be  able  to  spell  most  common,  purely  phon- 
etic words.  They  should  be  able  to  mark  diacritically  all  the  vowel 
sounds  except  the  most  obscure  ones,  and  such  consonant  sounds 
as  c  in  cat.  The  teacher  should  herself  use  the  adopted  speller  and 
teach  the  spelling,  marking,  and  pronunciation  of  words  of  one  sylla- 
ble in  Lesson  1  to — inclusive. 

Continue  the  phonic  work  in  the  spelling  class.  The  spelling  of 
such  sight  words  as  the  children  need  in  their  Language  Lessons 
should  be  taught.  The  teacher  should  keep  lists  of  all  words  spelled 

72 


by  the  class,  and  show  such  lists  to  the  Superintendent  on  his  visit. 
Read  the  Introduction  to  the  Second  Reader.  The  strength  of  the 
Old  Blue-backed  Speller  method  lay  in  the  fact  that  children  did 
learn  to  make  out  words  for  themselves.  It  is  worth  while  for  all 
teachers,  at  least,  to  investigate  that  old  book.  It  contains  some 
good  ideas. 

The  Daily  Program  does  not  provide  for  a  spelling  class  snice 
the  work  in  spelling  is  to  be  done  in  preparing  for  the  Reading  and 
Language  lessons. 

4— LANGUAGE. 
First   Month. 

1.  Conversation  lessons  based  upon  the  home  and  the  farm. 

2.  Morals:    Courage  and  Humility. 

3.  Health:   Parts  of  the  body— .Cleanliness. 

4.  Poem:  The  Duel — Eugene  Field. 

5.  Fable:  The  frog  that  wanted  to  he  as  large  as  an  ox. 

6.  Story:   How  Fire  Came  to  Earth.   (Judd's  Classic  Myths.) 

7.  Nature  Story:  The  Little  Maple  Leaves.  (Cat  Tails.) 

8.  Picture:   My  Dog. — Landseer. 

Second  Month. 

1.  Talks  about  the  work  of  the  children  at  home. 

2.  Morals:   Self  respect  and  self  control.  Prudence. 

3.  Health:  Wear  and  Repair  of  the  Body.  Need  of  food,  exercise 

and  rest. 

4.  Poem:  Wynken,  Blynken  and  Nod. — Field. 

5.  Fable:  The  Lark  and  Her  Young  Ones. 

6.  Story:   The  Three  Bears. 

7.  Nature  Story:   The  Vapor  Family   (Cat  Tails.) 

8.  Picture:   Shoeing  the  Bay  Mare. — Landseer. 

Third  Month. 

1.  Talks  about  gathering  crops.  How  crops  are  cared  for.  How 

mother  gets  ready  for  winter.  How  children  may  help  at 
home. 

2.  Morals:  Good  Nature.  Good  manners  of  children.  Politeness  of 

Japanese  children. 

3.  Health:   Sense  of  Taste.  Table  Manners. 

4.  Poem:   Little  Boy  Blue.— Field. 

5.  Fable:   The  Lion  and  the  Mouse. 

6.  Story:    Cinderella,    (McMurry's   Classic  Myths.) 

7.  Nature  Story:  The  Fairy  Mercury.  (Cat  Tails.) 

8.  Picture:   Saved. — Landseer. 

73 


Fourth  Month. 

1.  Talks  about  the  homes  of  the  Indians.  Their  manner  of  liv- 

ing. Use  pictures  and  drawings.  Let  children  construct  of 
paper,  wood,  etc.,  articles  related  to  Indian  life,  such  as  wig- 
wams, canoes,  etc. 

2.  Morals:   Temperance,  Evil  Habits,  Bad  Language. 

3.  Health:   Care  of  Eyes  and  Ears. 

4.  Poem:   The  Sugar  Plum  Tree. — Field. 

5.  Fable:   The  Wind  and  the  Sun. 

6.  Story:    The  Childhood  of  Lincoln  or  Washington. 

7.  Nature  Story:   The  Little  Brown  Seed.  (Cat  Tails.) 

8.  Picture:   Monarch  of  the  Glen.— Landseep. 

Fifth   IVIonth. 

1.  ,  Talks  about  the  homes  of  the  Esquimaux.  Manner  of  living. 

Character  of  the  country  and  its  seasons.  The  Reindeer  and 
the  White  Bear.  Arouse  imagination.  Read  stories  of  the 
far  North  to  the  children.  Illustrate  with  constructions  of 
igloo,  the  sled,  etc. 

2.  Morals:   Industry  and  economy.  Evil  speaking  to  be  shunned. 

3.  Health:   The  Voice  and  the  Nose. 

4.  Poem:  The  Shut^Eye  Train.— Field. 

5.  Fable:   The  Fox  and  the  Stork. 

6.  Story:  Tiny  Tim.  (iDickens.) 

7.  Nature  Story:  Pussy  Willow's  Hood.  (Cat  Tails.)  '  t 

8.  Picture:  The  Challenge.— Landseer. 

Sixth  Month. 

1.  Talks  about  the  original  homes  of  the  Negroes,  Life  in  Africa. 

the  land  of  the  monkey  and  the  lion.  Homes  and  manners  of 
life.  Constructions. 

2.  Morals:   Patriotism  and  Civil  Duties. 

3.  Health:   The  touch.  Tobacco  and  Cigarettes.  I 

4.  Poem:   The  Rock-A-By-Baby.— Field.  "^ 

0.  Fable:  The  Horse  and  the  Stag. 

6.  Story:   Jack  and  the  Beanstalk.   (Judd.) 

7.  Nature  Story:   Fish  or  Frogs.  (Cat  Tails.) 

8.  Picture:   A  Distinguished  Member  of  the  Humane  Society. — 

Landseer. 

SUGGESTIONS  AND   DIRECTIONS. 

1.  The  Language  Lessons  of  the  First  and  Second  Years  are 
planned  along  the  same  general  lines,  and  should  alternate  with  each 
other  from  year  to  year. 

2.  In  the  "conversation  le&son"  the  children  should  talk  freely 
-vith  the  teacher  and  with  each  other,  asking  such  questions  as  they 

iesire.    Out  of  the  school,  the  child  is  an  animated  question  mark; 

74 " 


in  school,  often  he  is  a  full  stop.  The  disposition  of  the  children  to 
ask  questions  and  express  opinions  must  not  be  repressed. 

IB.  In  the  discussions  based  upon  the  home  life  of  the  Indian, 
the  Esquimaux,  etc.,  the  children  should  be  led  to  compare  their  own 
homes  with  those  of  the  other  less  fortunate  people,  and  to  apipre- 
ciate  to  some  extent  the  good  things  they  enjoy. 

4.  Each  month  of  the  first  two  years  the  teacher  should  read 
the  poem  to  the  children  and  have  them  memorize  selections  from  it. 

5__ARITHMETIC. 
First  Month. 

Teach  12  by  means  of  rectangles  2  by  6,  and  3  by  4.  The  dozen 
and  its  parts.  The  foot  rule  and  its  equal  parts.  The  year,  the 
month,  the  four  seasons  and  their  relations.  Make  a  study  of  the 
clock  face,  position  of  minute  hands  at  the  quarter  hours.  Add  toy 
2's,  3's,  4's,  and  6's  to  12.  Count  down  from  12.  Introduce  foot-rule 
with  inches  divided  into  eighths.  From  the  divided  inch  teach  the 
relations  of  half,  fourth,  eighth,  i.  e.  the  half  equals  two  fourths, 
equals  four  eighths.  Measure  lengths  true  to  an  eighth  of  an  inch. 
Add  such  numbers  as  2 1-2,  3 1-4,  using  the  foot  rule.  Verify  by 
measuring.  Eggs  are  sold  by  the  dozen;  make  many  problems  like 
the  following:  What  are  three  eggs  worth  at  24  cents  a  dozen? 

Second  Month. 

Teach  the  unequal  parts  of  11  and  12.  Show  that  the  inch  is  l-12th 
of  the  foot.  Learn  the  number  of  12ths  equivalent  to  1-6,  1-4,  1-3,  1-2, 
using  the  foot  as  the  standard  of  reference,  and  identifying  l-12th 
with  the  inch.  Pupils  should  build  a  rectangular  solid  of  12  inch- 
cubes       d  point  out  1-2  of  12,  1-3  of  12,  2-3  of  12,  etc. 

Third  Month. 

Teach  14  as  four-ten,  the  equal  .parts  of  14.  Teach  days  and 
week  as  related  to  14.  Count  by  2's  to  14  and  back  again.  Divide 
14  by  smaller  numbers  and  express  the  quotient.  Teach  the  facts  by 
measuring  a  14-inch  strip  by  a  2-inch  strip,  by  a  3-inch  strip,  etc. 
Teach  the  unequal  parts  of  13,  and  the  equal  parts  of  1.5.  Add  by 
3's  and  by  5's  to  15".  Fifteen  should  suggest  a  dozen  and  a  quarter- 
dozen.  Write  multiplication  of  5's  to  20.  One  half  of  all  numbers  to 
20. 

Fourth  Month. 

the  unequal  iparts  of  15  and  the  equal  parts  of  16.  Build  rec* 
tangular  solid  of  16  inch  cubes.  Teach  the  pound  and  the  ounce. 
Teach  such  facts  as  1-8  equals  2-16,  1-4  equals  4-16,  1-2  equals  8-16, 
using  the  pound  or  16  inch  rule  as  the  unit  of  reference.  The  child 
needs  a  number  experience.  Measure  15  and  16  by  smaller  numberg. 
Teach  the  unequal  parts  of  16. 

75 


Fifth  Month. 
Teach  the  equal  parts  of  18  with  rectangles  2  hy  9,  and  3  hy  6. 
Find  1-2,  1-3,  1-6  of  18  inches  and  compare  results.  Lead  the  children 
to  find  out  how  often  one-sixth  of  18  inches  is  contained  in  one-half 
of  18  inches.  The  habit  of  finding  relations  by  experiments,  is  worth 
forming.  Add  by  2's,  3's,  6's  and  9's  to  18.  Study  17  by  comparing 
it  with  16  and  18.  All  addition  facts  have  now  been  taught.  Review 
them. 

Sixth  Month. 

Teach  20  as  two-tens-  "twain-tens."  The  equal  parts  of  20.  Build 
solids  of  20  inch-cubes.  Add  by  2's  to  20  and  build  complete  multi- 
plication and  division  tables  to  20;  also  the  addition  and  subtraction 
tables  to  18.  Measure  19  and  20  by  smaller  numbers,  expressing 
quotient  and  remainder.  Give  some  drill  daily  upon  the  addition 
table.  Drill  upon  such  facts  as  8  and  7  are  fifteen  until  the  mind  does 
the  work  automatically. 

6— CONSTRUCTION  WORK. 

I.  Cutting. 

1.  Free  cutting  to  illustrate  stories. 

2.  Folding  and  cutting  for  decorative  purposes. 

II.  Representative  Construction. 

a.  Introduce  the  quarter  inch,  straight  line.     Combine  paper  and 

splints  in  making  doll  furniture,  beds,  chairs,  ta,ble,  park 
bench,  wagon,  writing,  piano,  bridge,  mail  box,  barn, 
house,  post  bag,  bill  holder,  lantern  valentines,  valentine  en- 
velopes, sled,  Eskimo  sledge,  May,  Christmas  and  Thanks- 
giving baskets,  paper  dolls,  dresses,  trunks  and  suit  cases, 
soldier    tent,    fort. 

b.  Introduce  circle  maker.  Cut  2,  4,  6  and  8  inch  circles.     Cut 

1,  3,  5,  and  7  inch  circles.  Cut  circles  of  color  and  arrange 
as  suggested  with  squares,  circles  for  weather  record, 
match  scratch,  calendar,  tomahawk,  bows  and  arrows,  pan, 
bowls,  Christmas,  Easter  and  New  Years  cards  based  on 
circle,  valentines,  clock  dial,  seed  envelopes. 

III.  Box  Making. 

Candy  and  work  boxes,  pin  trays. 

IV.  Book  Making. 

Poem  and  art  books,  book  for  word  list,  weather  record,  calen- 
dar book,  large  envelope  to  hold  work. 

V.  Apparatus  Making. 

Circle  maker,  thread  winder,  pin  wheel  loom,  weather  vane. 

VI.  Weaving. 

Book  bags,  handkerchief  bags,  twine  bags,  doll  bonnet  and  hat, 
doll  skirt,  curtains  for  doll  house,  whisk  broom  holder,  mats 
woven  in  plaids,  candy  boxes  wrapped  with  raffia,  ham- 
mocks. 

76 


VIT.  Decorative  Construction  (Applied  Art). 

Motive  cut  from  colored  paper  and  applied  to  objects.  Arrang* 
these  in  borders.  Repeat  them  for  surface  design. 

With  this  motive  as  a  pattern,  draw  around  edge  and  color  the 
enclosed  space  with  water  color  or  crayon. 

Materials. — Drawing,  lining,  marble,  tissue,  poster,  manilla  and 
colored  papers.  Ingrain  and  figured  wall  papers.  Jute,  cloth  and 
bristol  boards.  Leatherette,  paste,  carpet  yarn,  carpet  warp,  raffia. 

Tools. — Brush,  pencil,  scissors,  darning  needle,  circle  maker, 
punch,  ruler. 

Movements. — Folding,  measuring,  cutting,  ipastlng,  tying,  lacing, 
knotting,  penciling  outlines,  cutting  and  assembling,  sewing,  punch' 
ing,  chain,  crocheting. 

First  Month. 

Continue  the  illustrative  cutting  as  outlined  for  first  grade.  In- 
troduce the  quarter  inch.  Have  pupils  measure  in  inches,  halves, 
and  quarters.  Construct  a  simple  seed  or  crayon  box  3  inches  square 
and  one  inch  deep.  Lead  the  child  to  see  that  he  must  first  draw  a 
five  inch  square  before  he  can  construct  the  above  box.  Following 
this  have  him  construct  other  boxes,  allowing  him  to  work  out  th€> 
mathematical  part  himself.  For  example,  construct  the  following 
boxes:  These  when  completed  should  be  4x4x1  inches;  3  1-2x3  1-2x1 1-2 
inches;  2x2x11-4  inches.  Show  the  pupil  that  the  marks  (")  means  in- 
ches and  (x)  means  by.  Combine  paper  and  splits  in  making  doll  furni- 
ture— bed,  chairs,  tables.  In  the  first  grade  the  above  named  objects 
were  made  entirely  from  folded  paper.  In  the  second,  the  ruler 
should  be  used.  Insist  upon  accuracy  and  neatness.  For  decoration 
cut  motives  from  colored  paper  and  apply  to  objects.  Cut  motives 
from  white  paper  and  color. 

Second  Month. 

Construct  weather  record  calendar  book.  Continue  the  making 
of  doll  furniture.  Introduce  the  circle  maker.  Draw  and  cut  2,  4,  6 
and  8  inch  circles.  Draw  and  cut  1,  3,  5  and  7  inch  circles.  Cut 
circles  of  color  and  arrange,  as  suggested  in  squares.  Draw  and  cut 
circles  for  weather  record  calendar  books.  Make  wagon,  house, 
barn,  pen,  bridge,  fence,  etc.,  in  connection  with  work  on  farm. 

Third  Month. 

Let  the  cutting  and  constructive  work  relate  directly  to  the 
Thanksgiving  work.  F'ree  cutting  of  turkey,  pumpkin,  Indian,  Puri- 
tan, etc.  Arrange  these  to  form  a  complete  picture.  Make  Puritan 
cradle,  bonnet,  canoe^  wigwam,  quiver,  bow  and  arrow,  moccasins, 
candle  stick,  lantern,  Thanksgiving  basket.  Present  a  completed 
exercise  and  have  pupils  construct  one  like  it  without  direction  from 
the  teacher.    Teach  pupils  to  understand  the  drawing  of  a  pattern 

77 


when  drawn  on  the  board.  This  will  lead  to  the  translation  of  a 
working  drawing.  Discriminate  between  a  pattern  and  a  working 
drawing.  Plan  suitable  decorations  by  cutting  from  paper  the  desired 
units  to  be  repeated  in  borders  or  surface  designs. 

Fourth  Month. 

Illustrative  cuttings  suitable  for  the  month  of  December,  candle 
stick,  fire  place,  chimney,  pine  trees,  stockings,  and  such  gifts  as  chil- 
dren like  for  Christmas,  paper  dolls  and  dresses,  handkerchief  bags 
woven  around  a  square  or  rectangular  piece  of  straw  board,  doll's 
bonnet  based  on  handkerchief  bag,  weaving  around  but  one  edge  of 
straw  board  loom,  knotted  twine  holder,  braided  raffia  doll  hat.  For 
work  in  decoration  making  Christmas  and  New  Year's  cards  and  work 
out  designs  for  plaid  weaving. 

Fifth  Month. 

Calendar  making;  the  foundation  a  square,  rectangle  or  circle. 
Plan  art  books.  Thread  the  loom  for  a  doll's  skirt.  For  decoration 
make  designs  for  calendar.  Plan  conventional  design  for  an  art  book 
cover.    Make  design  for  doll's  skirt  in  bands  of  two  colors. 

Valentines  and  Valentine  envelopes,  Eskimo  sledge,  sled,  doll's 
trunk  and  suit  case.  Make  a  brief  study  of  cotton.  Rule  card  board 
loom  for  stringing  of  hammers.  Weave  this  cotton  carpet  warp. 
Make  Washington  hat  and  fort.  Make  designs  in  color  for  a  ham- 
mock. 

Sixth  Month. 

Make  large  envelopes  or  portfolios  for  drawings  or  unnished  work, 
curtains  for  doll  house,  braided  raffia  whisk  broom  holder,  braided 
raffia  book  bag,  weather  vane.  Make  designs  in  color  for  portfolios. 
Make  Easter  cards. 

Make  book  for  word  list.  May  baskets  based  on  the  square, 
rectangle  or  circle,  mail  box,  post  bag,  garden  bench,  park  swing,  bill 
holder.  Make  design  for  ward  list  book  and  May  baskets.  In  all  the 
work  give  ample  opportunity  for  originality. 

GENERAL  SUGGESTIONS. 

1.  In  order  that  the  pupil  may  learn  to  help  himself,  we  would 
suggest  that  the  adopted  primary  arithmetic  be  put  into  the  hands 
of  second  year  children.  The  problems  should  be  used  to  supple- 
ment the  teacher's  oral  work  and  to  furnish  exercise  in  interpreting 
written  sentences.  The  text  should  be  completed  through  Lesson 
xliii.  The  lessons  from  xliii  to  the  end  of  the  text  should  be  com- 
pleted so  far  as  the  problems  do  not  involve  products  and  dividends 
above  ?0.  Such  problems  as  exceed  the  limit  may  be  deferred  until 
the  Third  Year. 

78 


2.  The  subject  of  Arithmetic  presents  to  the  student  five  lines 
of  study;  the  units  of  measure,  pure  number,  symbolism,  operations 
with  numbers  and  the  applications  of  all  these  to  the  affairs  of  actual 
life.  Three  of  these — number,  symbolism,  and  operations — should  be 
mastered  thoroughly;  the  other  two — units  and  applications — depend 
upon  the  environment  of  the  class.  In  other  words,  those  units  of 
measure  and  those  applications  of  arithmetic  which  touch  most  closely 
the  actual  life  of  the  child  should  be  thoroughly  taught,  even  if  some 
other  things  be  entirely  omitted.  Thus,  in  a  farming  community,  the 
children  should  be  taught  those  applications  of  arithmetic  that  actually 
enter  into  the  lives  of  the  people,  even  if  they  remain  somewhat  igno- 
rant of  the  drug-store,  the  bank  and  the  stock  exchange. 

GENERAL   EXERCISES. 
I.  Agriculture. 

1.  Farm  crops. 

a.  Corn— Uses  as  food  for  man  and  beast. 

b.  Cotton — Hoeing,  plowing,  cultivation. 

c.  Wheat— Harvesting,  threshing. 

2.  Garden  and  orchard. 

a.  Peach — Varieties,  uses  as  food,  canning,  drying. 

b.  Tomatoes — Planting,  cultivation,  care  of  plants,  uses  as  food, 

canning,  hotbeds  for  raising  plants. 

3.  Domestic  animals. 

a.  Cow — Milk  and  its  various  uses. 

b.  Horse — Uses,  shoeing,  gaits, 

4.  Miscellaneous. 

a.  Farm  implements — Harrow,  wagon. 

b.  Fences — Kinds,,  methods  of  building,  advantages  of  each. 

c.  Rocks — Value  in  fences,  road  building,  foundations  of  houses, 

filling  guUeys. 

II.  Nature  Study. 

1.  Animals. 

a.  Domestic — Cat. 

b.  Birds — Goldfinch,  blue    jay,  scarlet    tanager,  Baltimore    oriole, 

song  sparrow,  snow  bunting,  downy  woodpecker. 

c.  Frogs — Bullfrog. 

d.  Fishes — Pout,  dace. 

e.  Insects — Grasshoppers,    crickets,    June    beetles,    potato    beetle, 

elm-leaf  beetle,  luna,  lice,  flies,  polyphemus. 

f.  Miscellaneous — Rats,  mice. 

2.  Plants. 

a.  Wild  flowers — Cone  flower,,  trilliums,  wild  geranium,  blood  root, 
iris,  tansy,  poison  sumac,  robin's  plantain,  mallow,  yarrow. 

79 


b.  Garden — Lettuce,  carrot,  potato. 

c.  Fruit — Grapes. 

d.  Trees — Elm,  oak. 

e.  Flowerless  plants— Moasei. 
3.  General. 

Snow — How  formed,  shape  of  crystals,  effect  on  land  and  vegeta- 
tion.   Likewise  sleet  and  hail. 

III.  Household  Arts. 

1.  The  kitchen — Cleanliness  in  and  care  of;   proper  keeping  of  food 

in;  care  of  stove,  dampers,  draft,  how  to  make  a  fire,  uses  and 
purposes  of  oven;  location  of  kitchen  in  house  and  why. 

2.  Winter  food  supply — What,  source,  m.ethods  of  cooking,  as  boiling, 

baking,  frying,  roasting,  etc.;  preservation  of  food  for  winter. 

3.  Clothing — Kinds,  texture,  purposes,  change  and  care  of;   summer 

and  winter  materials  and  source  of  each;  primitive  clothing. 

4.  House  plants — ISTeeds  in  soil  and  moisture,  sunlight  and  air,  favor- 

able temperature,  window  boxes,  identification  of  a  few. 

5.  Hygiene  and  personal  habits — Proper  habits  in  eating  and  drink- 

ing, simple  hygiene  of  nutrition,  care  of  teeth,  table  manners, 
mastication,  regularity  in  eating,  temperance  in  eating  and 
drinking. 


«0 


THIKD  YEAR 


TEXT  BOOKS. 

STATE  ADOPTION:  McGuffey's  Third  Reader,  Pronouncing 
Speller,  Elementary  Steps  in  English  Part  One,  Primary  Arithmetic, 
and  Copy  Book  No.  1. 

SUPPLEMENTARY  BOOKS  (suggested):  New  Education  Read- 
er Book  4;  Jones'  Third  Reader;  Stepping  Stone  No.  3;  Lights  to  Lit- 
erature, Book  11;  Baldwin's  Reading  by  Grades,  II;  Cyr's  Art  Reader, 
II;  Brook's  Reading  by  Grades,  III;  Cyr's  Reading  by  Grades,  III; 
Scudder's  Fables  and  Folk  Stories;  Stories  of  Great  Americans;  Bald- 
win's Fairy  Stories  and  Fables;  Little  Folks  of  Many  Lands;  Seven 
Little  Sisters. 

ALTERNATIONS  AND  CORRELATIONS. 

1.  Teach  the  Third  Grade  Course  in  Reading  during  1911-12  and 
1913-14. 

2.  Correlate  Writing  with  Language. 

3.  Teach  the  Third  Grade  Course  in  Spelling  in  1911-12  and 
1913-14,  correlating  as  in  the  Fourth  Grade  Course. 

4.  Teach  the  Third  Grade  Language  in  1911-12  and  1913-14,  omit- 
ting the  Fourth  Grade  Language. 

5.  The  Third  Grade  Arithmetic  will  be  taught  in  the  same  class 
as  the  Fourth  Grade  Arithmetic,  but  the  grades  will  be  kept  distinct. 

6.  Alternate  Home  Geography  and  Nature  Study  with  Health 
Lessons  as  in  F'ourth  Grade.    See  directions  in  Fourth  Grade. 

7.  Correlate  General  Exercises  as  in  Fourth  Grade. 

8.  The  Third  Grade  students  and  the  Fourth  Grade  students 
constitute  one  class — "The  Third  Class  of  the  School."  These  grades 
recite  the  same  lessons  in  Reading,  Spelling,  Language,  Home  Geog- 
raphy, Nature  Study  and  Health  and  General  Exercises;  and  they  re- 
cite at  the  same  time,  but  different  lessons  in  Writing  and  Arithmetic. 

9.  The  courses  in  General  Exercises  for  Third  and  Fourth  Grades 
alternate  from  year  to  year  as  the  courses  in  Spelling  alternate. 

SYNOPSIS  OF  THIRD  YEAR  COURSE. 

1.  Reading:     The  Third  Reader  and  Supplementary  Lessons. 

2.  Writing:     Copy  Book  No.  1. 

3.  Speller  as  Outlined.    Supplementary  Lists. 

4.  Language:     Steps  in  English,  Part  One  as  Outlined  in  this  Course. 

5.  Number:  Combinations,  Operations  and  Applications  through  81. 
The  Primary  Arithmetic  should  be  completed.  Fractions  learned 
to  sixths. 

81 


6.  Home  Geography  and  Nature  Study. 

7.  General  Exercises:     Singing,  Drawing,  Hand-work,  Agriculture  and 
Household  Arts. 

LESSONS  OUTLINED  BY  THE  MONTH. 
First  Month. 

The  Introduction — Good'  Reading,  2;  Wild  Strawberries,  3;  The 
Lark's  Nest,  3;  True  Duncan,  3;  The  Boy.  and  the  Wolf,  2;  Let  it  Rain, 
2;  Grace  Darling  (Language  Lesson  Part  2),  16  lessons.  Review  each 
Monday  the  lessons  of  the  preceding  week,  4  lessons. 

Second  Month. 

This  is  the  Way,  2;  The  Old  Slate,  3;  Good  Morning,  1;  Nature's 
Voices,  2;  The  Purple  Jar,  4;  A  Song,  2.  From  Language  Lessons 
Part  Two,  Arrow  and  Song,  1;  Bruce  and  the  Spider.  1. 

Third  Month. 
Doing  a  Kindness,  2;   The  Fishhawk,  2;    Do  Your  Duty,  1;   The 
Echo,  3;   The  Country  Lad  and  the  River,  1;   The  Wind,  1;   Stick  to 
Your  Bush,   3;    from  Language  Lessons  Part  Two,  "Arnold  Winkel- 
ried,  1." 

Fourth  Month. 

A  Plucky  Boy,  3;  The  Signs  of  the  Seasons,  1;  The  Seven  Sons, 
1;  A  Famous  Story  Book,  3;  Rover,  3;  The  Three  Kingdoms,  2; 
Grandmother's  Clock,  1;  from  Language  Lessons  Part  Two,  Captain's 
Daughter,  1,  and  the  Brave  Three  Hundred. 

Fifth  Month. 

Weighing  an  Elephant,  3;  Kind  Hearts,  2;  Which  Loved  Best,  1; 
Stories  About  Parrots,  3;  Honesty  is  Best,  2;  The  Arab  and  His  Camel, 
2;  The  Little  Doves,  3. 

Sixth  Month. 

Robert  Bruce  and  the  Spider,  3;  Pilling  Up  the  Quagmire,  4; 
Hurrah  for  the  Flag,  1;  Good  Night  and  Good  Morning,  2;  Twenty- 
third  Psalm,  2;  The  Arrow  and  the  Song,  1;  from  Language  Lessons 
Part  Two,  A  Rescue  and  Gaelic  Lullaby. 

METHOD  OF  TEACHING  THE  THIRD  READER. 

The  Third  Reader  has  been  outlined  by  the  month  to  indicate 
about  the  length  of  time  that  should  be  given  to  a  "lesson."  The  fig- 
ure following  each  selection  suggests  the  number  of  days  that  should 
be  given  to  the  lesson.  In  the  first  three  readers  the  child  is  learning 
to  read,  learning  to  master  the  mechanics  of  reading.  This  work 
should  be  done  thoroughly.    It  must  be  done  thoroughly  if  the  child 

8S 


make  satisfactory  progress  later  on.  The  writer  would  suggest  the 
following  method  of  teaching  a  "lesson"  to  which  (3)  three  days  has 
been  assigned: 

Irst  Step — The  first  day  should  be  given  to  the  interpretation 
plete,  absolute  mastery  of  every  new  word  in  the  lesson.  This  word 
master  means:  (1)  the  ability  to  pronounce  correctly  each  work  in- 
stantly at  sight;  (2)  the  ability  to  spell  each  word  in  the  lesson  cor- 
rectly in  writing  and  orally;  (3)  to  give  the  meaning  of  each  new 
word;  (4)  to  use  each  word'  correctly  in  a  good  sentence;  and  (5)  to 
read  these  sentences  in  the  class. 

Second  Step — The  second  day  should  be  given  to  the  interpretation 
of  the  lesson  as  a  whole,  paragraph  by  paragraph  and  sentence  by 
sentence.  The  entire  period  of  eighteen  minutes  should  be  given  to 
getting  the  thought.  The  teacher  should  ask  such  questions  as  will 
enable  her  to  see  that  the  children  understand  the  lesson. 

Third  Step — The  third  day  should  be  devoted  entirely  to  reading 
the  lesson  orally. 

If  only  two  days  are  assigned  to  a  lesson,  the  first  and  seconds 
steps  should  be  taken  the  first  day  and  the  third  step  the  second  day. 
If  only  one  day  is  assigned  to  a  selection,  of  course,  all  the  steps  must 
be  taken  that  day. 

The  time  given  to  each  selection  in  these  directions  is  the  short- 
est possible  time  that  should  be  used  in  teaching  a  lesson.  It  pays  to 
make  haste  slowly.  The  teacher  who  follows  these  directions  will 
succeed  every  time. 

GENERAL  SUGGESTIONS  AND  DIRECTIONS. 
1_READING. 

1.  In  schools  where  the  teacher  is  crowded  for  time,  the  classes 
in  reading  in  the  Third  and  Fourth  Grades  may  be  alternated. 

2.  This  course  of  study  suggests  the  adopted  Third  Reader  and 
supplementary  reading  matter  for  the  Third  and  Fourth  Grades. 
This  is  done  because  the  Fourth  Reader  of  the  adopted  series  is  too 
difficult  for  fourth  grade  children.  Again,  the  adopted  Third  Reader 
does  not  furnish  enough  reading  matter  for  two  years.  This  makes 
it  absolutely  necessary  to  supplement  the  Third  Reader.  We  would 
suggest  that  the  school  own  a  set  of  Supplementary  Third  Readers 
and  that  the  adopted  Third  Reader  and  Supplementary  Third  Reader 
be  read  alternately,  the  class  completing  one-half  of  each  during  th€ 
third  year  and  the  rest  during  the  fourth  year.  Another  plan  is  to 
complete  the  adopted  Third  Reader  in  the  third  year,  and  a  Supple- 
mentary Third  Reader  in  the  fourth  year.  A  third  plan  is  to  read  the 
first  half  of  the  Third  Reader  the  third  year,  supplementing  with  the 
first  fifteen  stories  and  poems,  etc.,  found  in  "Steps  in  English,  Parts 
One,  Two  and  Three,"  bound  in  one  book;  and  to  read  the  last  half  of 
the  Third  Reader  the  fourth  year,  supplementing  with  the  last  fourteen 
stories,  poems,  descriptions,  etc.,  found  in  "Steps  in  English."    If  the 


third  plan  is  selected,  the  lessons  from  Steps  in  English  should  al- 
ternate with  the  lessons  of  the  reader. 

3.  Read  the  suggestions  for  reading  in  the  First  and  Second 
years.  By  the  end  of  the  third  year,  the  child  should  have  mastered 
the  fundamental  principles  of  reading  and  should  be  able  to  help  him- 
self to  a  large  degree. 

4.  The  long  vacation  has,  to  some  extent  dulled  the  child's  mem- 
ory of  book  lessons,  but  both  his  bodily  and  mental  powers  have 
gained  strength. 

5.  An  inexperienced  teacher  cannot  realize  how  much  the  suc- 
cess of  the  class  depends  upon  the  apparently  little  things  mentioned 
in  the  following  suggestions.  Before  taking  up  the  Third  Reader, 
carefully  review  the  Second  Reader;  recall  the  vocabulary  learneu, 
the  phrases  and  the  sentences.  In  teaching  the  Third  Reader,  all  the 
previous  steps  must  be  retained,  but  in  different  proportions.  A  word 
will  occasionally  need  to  be  taught  as  a  sight  word.  Use  the  method 
of  syllabication  whenever  possible.  All  reading  lessons  this  year 
deal  with  connected  sentences,  paragraphs,  stanzas  and  entire  stories 
and  poems.  The  sentiment  of  the  lesson  is  to  be  looked  for,  the  new 
words  being  taught  as  incidents  needed  to  reach  the  meaning  of  the 
sentence. 

6.  The  children  should  be  given  daily  practice  in  the  recogni- 
tion of  groups  of  words,  the  group  sometimes  being  a  phrase,  at  other 
time  a  clause  or  even  a  whole  sentence.  The  power  to  take  in  at  a 
glance  the  meaning  of  a  group  must  be  continually  exercised.  Stu- 
dents should  be  taught  that  a  group  does  not  go  beyond  a  comma; 
and  that  to  breathe  before  a  group  is  finished  in  oral  reading  may 
spoil  the  meaning.  To  prevent  bad  habits  of  this  sort,  give  rules  in 
regard  to  the  proper  places  for  taking  the  breath  when  reading  aloud, 
and  see  that  the  rules  are  o,beyed  in  the  reading  lesson. 

7.  Continue  the  work  in  phonics  suggested  for  the  First  and 
Second  years,  teaching  in  connection  with  the  reader  and  speller. 
Add  new  phonograms,  blends,  endings,  and  words  as  rapidly  as  the 
advancement  in  reading  requires,  but  do  the  work  thoroughly.  Drills 
in  enunciation,  articulation  and  pronunciation  should  be  given  for  a 
few  minutes  daily. 

8.  During  the  last  half-year  occasional  lessons  in  reading  at 
sight  should  be  given  as  tests.  These  lessons  should  be  somewhat 
easier  than  lessons  to  be  studied. 

9.  The  third  year  is  the  critical  period  in  oral  reading  because 
the  child  is  becoming  self-conscious;  and  for  this  reason  the  subject 
should  receive  careful  attention. 

10.  Before  attempting  to  read  a  lesson  aloud,  the  child  must 
know  that  he  can  pronounce  all  new  words,  and  that  he  understands 
the  meaning  of  every  sentence  and  paragraph  in  the  lesson.  The 
students  should  discover  the  thought  for  themselves  under  the  guid- 

S4 


ance  of  the  teacher,  and  then  they  will  be  more  likely  to  express  it 
correctly. 

11.  Pupils  should  read  without  being  interrupted  by  others. 
When  the  pupil  is  done,  criticism,  under  the  direction  of  the  teacher, 
may  be  given.  Pupils  may  criticise  the  rendering  of  the  whole  se- 
lection provided  they  will  illustrate  their  criticism  by  reading  them- 
selves— not  otherwise.  Fault-finding,  criticising  pronunciation  and 
other  petty  details  should  not  be  allowed.  These  personal  matters 
should  be  criticised  only  by  the  teacher,  and  he  should  perform  this 
duty  with  great  tact.  In  general  when  a  pupil  is  reading  the  rest 
of  the  class  should  respectfully  listen  with  closed  books. 

12.  Some  of  the  causes  of  poor  reading  are:  teachers  fail  to 
recognize  reading  as  the  foundation  study;  they  are  not  always  good 
readers  themselves;  children  are  hurried  from  one  book  to  another 
too  rapidly;  interest  is  lost  through  lack  of  variety,  and  lack  of  dra- 
matic element  in  the  reading  given;  the  imagination  does  not  have 
sufficient  exercise;  teachers  often  lack  the  knowledge  necessary  to 
make  difficult  parts  of  the  reading  lesson  clear  to  the  pupils;  they 
are  not  always  skilled  questioners;  they  do  not  always  secure  and 
use  illustrative  material  properly;  their  methods  are  often  poor  and 
monotonous;  they  are  often  lacking  in  interest  themselves, 

13.  The  following  suggestions  as  to  method  in  third  and  fourth 
y€ar  reading  may  be  helpful.  The  teacher  and  students  should  read 
time  and  again  the  Introduction  to  the  Third  Reader,  on  pages  7,  8 
and  9.    Children  should  be  taught  to  follow  the  suggestions. 

(1)  Require  the  class  to  read  the  entire  selection  through  si- 
lently at  a  single  sitting  to  get  the  thought,  to  appreciate  the  senti- 
ment, and  to  form  the  habit  of  continuous  reading. 

(2)  Make  a  careful  sudy  in  class  of  all  words  difficult  in  pro- 
nunciation, meaning,  or  in  use.  Help  the  children  to  form  the  habit 
of  word  mastery  for  the  sake  of  the  reading  itself  and  to  build  a  good 
vocabulary. 

(3)  Study  in  class  the  lesson  sentence  by  sentence,  paragraph 
by  paragraph,  stanza  by  stanza,  until  the  students  understand  the  se- 
lection.   Be  sure  to  ask  questions  that  will  encourage  imaging. 

(4)  After  the  words,  phrases,  and  meaning  have  been  studied 
and  understood,  the  selection  should  be  used  as  a  lesson  in  oral  read- 
ing. At  one  time  the  students  may  read  "turn  and  turn"  about;  at 
another  time,  one  or  two  students  should  read  the  whole  lesson.  But 
whatever  plan  is  used,  the  students  should  know  in  advance  how  the 
reading  is  to  be  done,  so  that  one  student  may  begin  as  soon  as  the 
other  has  finished  in  order  that  the  reading  may  be  continuous.  It 
will  be  noted  that  all  criticism  has  been  done  under  previous  steps. 
It  is  a  common  error  to  stop  a  child  in  the  expression  of  a  thought 
to  criticise  some  petty  fault.  Aft€r  the  students  have  concluded,  the 
teacher  should  call  attention  to  any  error  worth  while.  It  is  not  a 
good  idea  to  try  to  overcome  too  many  faults  at  one  time.    It  is  better 

86 


to  select  some  one  fault  and  drill  the  students  until  it  is  cured,  then 
take  up  another.  After  a  student  has  erred  in  oral  reading,  it  is 
folly  to  ask  him  "to  read  it  again"  unless  the  teacher  calls  his 
attention  to  the  specific  error  to  be  corrected.  Indeed,  "to  read  it 
again"  often  fixes  the  ha^bit  in  the  student  of  reading  incorrectly. 

(5)  After  the  selection  has  been  read  orally,  it  is  a  good  plan 
sometimes  to  have  the  students  to  outline  it.  For  example,  when 
a  student  has  read  a  paragraph,  the  class  may  select  one  or  more 
"key  words"  that  will  bring  to  memory  the  sense  of  the  paragraph. 
Let  this  be  continued  through  the  lesson,  and  the  result  will  be.  an 
outline  of  the  selection  from  which  the  students  may  reproduce  it 
orally  in  the  class  in  Language.  In  some  cases,  the  students  should 
rewrite  from  the  outline  all  or  a  part  of  the  selection.  When  com- 
pleted, the  work  of  the  children  should  be  compared  with  the  orig- 
inal, and  they  should  be  led  to  observe  their  own  faults,  such  as  capi- 
tals, spelling,  choice  of  words,  etc.  Children  should  be  led  to  become 
their  own  critics. 

14.  Going  too  fast  through  the  readers  cannot  be  condemned  too 
strongly.  Make  haste  slowly.  Quality  of  work,  not  quantity,  should 
be  the  ideal.  Not  how  much,  but  how  well,  should  be  the  teacher's 
care.  The  test  of  the  method  and  of  the  teacher  is,  do  the  children 
learn  to  read?  Recently  the  writer  heard  a  good  business  man  say 
of  a  certain  expert  teacher,  "Her  method  was  fine,  no  doubt,  but  the 
children  did  not  learn  to  read."  "By  their  fruits  ye  shall  know 
them"  is  as  true  of  teachers  as  in  the  moral  world.  If  the  work  in 
the  Third  Reader  is  to  be  done  thoroughly  as  herein  suggested,  the 
class  may  well  spend  several  days  upon  one  selection.  Suppose,  for 
example,  that  the  selection  is  the  first  in  the  reader,  "Wild  Straw- 
berries." The  class  may  spend  one  day  reading  the  lesson  silently 
at  their  seats,  and  in  discussing  in  class  the  ideas  and  sentiment 
therein  expressed  for  the  moral  effect  upon  the  cnildren.  Another 
day  may  be  given  to  a  study  of  the  vocabulary  of  the  lesson  and  its 
phrases.  Certain  words  should  be  analyzed  into  syllables  to  increase 
the  power  to  make,  out  new  words;  some  work  of  this  kind  should 
be  done  every  day.  It  will  pay  in  the  long  run.  A  third  recitation 
may  be  devoted  to  a  close  study  of  the  paragraphs,  and  a  fourth 
to  the  oral  reading  of  the  selection.  A  fifth,  even,  may  be  used  in 
outlining  the  lesson,  after  which  it  may  be  passed  over  to  Language 
Class  to  be  discussed  in  the  form  of  an  oral  composition  and  later 
rewritten  and  compared.  It  is  not  meant  to-  suggest  that  every  les- 
son be  so  intensely  studied,  but  that  som«  be  so  taught. 

15.  Let  the  work  in  reading  be  well  done  at  whatever  cost  of 
time  and  effect  It  is  the  key  that  unlocks  the  door  to  the  temple 
of  knowledge;  it  is  the  open  sesame  to  the  treasure  house  of  the 
ages. 

16.  Outline  of  Steps  in  Third  and  Fourth  Reading. 
(1)     Silent  reading  of  whole  section  at  one  time. 

S6 


(2)  Study  of  words,  pronunciation  and  meaning. 

(3)  Study  of  sentences  and  paragraphs. 

(4)  Oral  reading  of  the  lesson. 

(5)  Making  the  outline. 

(6)  Oral  discussion  from  the  outline. 

(7)  Lesson  rewritten  from  the  outline. 

(8)  Composition  criticised  by  student,  class  and  teacher. 

(9)  Composition  rewritten  from  corrected  copy. 

The  above  should  sometimes  be  applied  in  full;  Nos.  1,  2,  3,  4 
should  always  be  followed.  No  1  is  seat  work;  the  rest  class  work. 
Nos.  5,  6,  7,  8,  9  are  ex€rcises  for  the  Language  Class. 

2— WRITING. 

The  Writing  Book,  Pen  and  Ink  are  introduced  into  this  grade. 
The  work  for  Third  and  Fourth  Grades  should  be  along  the  same 
lines  as  First  and  Second  Grades,  with  more  attention  given  to  the 
individual  forms  or  letters  and  their  combinations  into  words  and 
sentences.    The  practice  work  for  movement  is  stressed  in  this  grade. 

The  work  in  writing  may  be  done  in  crowded  schools  largely  as 
seat  work.  Often  the  work  of  guiding  the  younger  classes  may  be 
delegated  to  an  older  and  trusted  student.  The  teacher  cannot  and 
should  not  try  to  do  everything. 

Every  child  should  have  the  writing  book,  some  practice  paper, 
black  ink,  a  good  coarse  pen  and  a  blotter.  He  should  be  taught 
how  to  dip  his  pen  into  the  ink,  and  how  to  shake  off  superfluous  ink. 
He  should  write  first  on  his  practice  paper,  keeping  blotter  under  his 
hand.  The  last  few  lines  should  be  in  his  writing  book.  He  should 
be  taught  how  to  clean  and  to  dry  his  pen.  Above  everything  else, 
neatness  should  be  insisted  upon  in  a  writing  class. 

Study  the  illustrations  and  directions  in  the  Copy  Books.  The 
straight  front  position  seems  to  be  the  most  natural.  Correct  pen- 
holding  is  of  the  greatest  importance. 

Begin  with  the  short  letter  group — i — u n — m.  etc.,  and  pro- 
ceed to  the  more  difficult  groups.  Practice  upon  short  words  that 
contain  only  short  letters  at  first — as  "come." 

Give  the  oral  exercises  of  various  styles.  Let  the  pupils  prac- 
tice them  upon  the  blackboard  as  well  as  upon  their  practice  paper, 
the  teacher  or  an  older  student  counting  for  the  downward  strokes 
to  secure  evenness  and  uniformity  of  movement. 

The  capital  letters  should  be  plain  and  simple.  Teach  them  in 
combination  with  the  small  letters.  The  work  of  the  teacher  upon 
the  blackboard  should  always  be  well  done  for  the  sake  of  its  in- 
fluence and  example.  The  teacher  should  insist  that  the  student 
always  shall  do  the  best  and  the  cleanest  work  of  which  he  is  capa- 
ble, and  accept  nothing  short  of  that. 

Starting  with  the  figure  1  as  a  unit,  the  figures  should  be  taught 

87 


incidentally.  Make  the  figures  small  as  small  figures  are  usually  more 
legible  than  large  ones.  In  all  the  work  in  arithmetic  insist  that  the 
figures  be  plain,  practical  and  neatly  arranged  in  straight  lines. 

3— SPELLING  AND  WORD  STUDY. 
First  Month. 

1.  Spell  the  difficult  words  in  the  lessons  of  the  montn. 

2.  Spell  the  names  of  objects  in  the  school  room — Lessons  31  and  33, 
adopted  Speller. 

3.  Homophones — write  words  of  Lesson  159. 

4.  Synonyms  of  add,  arouse,  admit,  applaud,   arrange,  beak,  bring, 
breach,  brisk. 

5.  Antonyms  of  alike,  absent,  bless,  cold,  come. 

6.  Word-building — Lists   of  words  to   which   less   can  be   sufllxed — 
Lesson  31,  Part  Two. 

7.  Lessons  1,  2,  3,  4,  5,  6,  7,  8  of  the  Speller. 

Second  Month. 

1.  Spell  the  diflacult  words  in  lessons  of  the  month. 

2.  Spell  names  of  building  material  and   articles  of  food — Lessons 
35  and  38. 

3.  Homophones — write  words  of  Lesson  163. 

4.  Synonyms  of  branch,  bear,  brave,  brim,  crowd,  catch,  clad,  clasp, 
cross,  and  calm. 

5.  Antonyms  of  cheap,  deep,  down,  dark,  evil. 

6.  Word-building — Lists  of  words  to  which  er  can  be  annexed — Les- 

son 10,  Part  Two,  adopted  Speller. 

7.  Lessons  9,  10,  11,  12,  13,  14,  15  and  16. 

Third  Month. 

1.  Spell   and   pronounce   the   difficult   words   in   the   lessons   of   the 
month.  Make  and  keep  lists  of  words  spelled. 

2.  Spell  names  of  fruits  and  articles  of  clothing — Lessons  40  and  42. 
Supplement  the  words  of  the  book. 

3.  Homophones — write  words  of  Lesson  170. 

4.  Synonyms  of  cute,  doze,  dim,  drone,  damage,  entreat,  exact,  en- 
circle, rail,  freeze. 

5.  Antonyms  of  former,  far,  friend,  false,  fine. 

6.  Word-building — Lists  of  words  to  which  y  can  be  suffixed — Les- 

son 32,  Part  Two. 

7.  Lessons  17,  18,  19,  20,  21,  22,  23,  and  24. 

Fourth  Month. 

1.  Spell  and  define  the  difficult  words  of  the  month. 

2.  Spell  the  names  of  parts  of  the  human  body,  and   of  domestic 
animals — Lessons  45,  47,  and  49. 

3.  Homophones — write  words  of  Lesson  176.  .. 

88  ' 


4.  Synonyms  of  globe,  grace,  garb,  greet,  ghost,  glad,  gaunt,  grief, 
heap,  harm. 

5.  Antonyms  of  good,  gay,  high,  Inhale,  and  kind. 

6.  Word-building — Lists    of   words    to    which    un    can    be   prefixed — 
Lesson  88,  Part  Two. 

7.  Lessons  25,  26,  27,  28,  29,  30,  32,  and  34. 

Fifth  Month. 

1.  Spell    and    pronounce  all  difficult  words  of  the  lessons     of    the 
month. 

2.  Spell  names  of  wild  animals  and  birds  in  Lessons  51  and  53. 

3.  Homophones — write  words  of  Lesson  181. 

4.  Synonyms   of  hale,   hire,   hot,   jeer,   kirk,   lure,   leap,   mire,   meal, 
mar. 

5.  Antonyms  of  keen,  long,  little,  loss,  and  more. 

6.  Word-building — Lists   of  words   to   which    mis   can   be  prefixed — 
Lesson  III,  Part  Two. 

7.  Lessons  36,  37,  39,  41,  43,  44,  46,  48. 

Sixth  IVIonth. 

1.  Spell    and    pronounce  the  difficult  words  of  the  lessons     of    the 
month. 

2.  Spell  names  of  girls  and  boys  in  Lessons  55  and  58. 

3.  Homophones — write  words  of  Lesson  184. 

4.  Synonyms  of  naught,  prim,  pick,  prate,  prop,  predict,  profit,  quell, 
raze,  and  roam. 

5.  Antonyms  of  open,  often,  proper,  quick,  reduce. 

6.  Word-building — Lists  to  which   hood  can  be   suffixed — Lesson  40, 
part  Two. 

7.  Lessons  50,  52,  54,  59,  60,  62,  and  64. 

SUGGESTIONS   AND   DIRECTIONS. 

The  Third  and  Fourth  year  courses  may  alternate  if  schools  are 
crowded. 

The  course  as  outlined  for  the  Third  and  Fourth  years  involves: 

1.  The  pronunciation  and  spelling  of  all  difficult  words  of  the  month 
in  the  various  studies. 

2.  The  pronunciation  and  spelling  of  names. 

3.  The  systematic  study  of  homophones. 

4.  The  meaning  and  use  of  synonyms. 

5.  The  use  of  antonyms. 

6.  Word-building  and — 

7.  The  spelling  of  simple  words  with  their  diacritical  markings. 

This  method  might  be  termed  the  "spiral  method"  in  spelling. 

The  teacher  should  keep  in  a  book  for  the  purpose  the  lists  of 
words  selected  from  the  lessons  of  the  month,  and  review  the  diffi- 
cult ones  from  time  to  time. 

89 


Special  care  should  be  given  to  the  study  of  homonyms — ^words 
that  sound  alike  but  have  different  meanings.  The  spelling  of  there 
for  their,  cite  for  sight,  etc.,  are  errors  common  in  composition. 

The  systematic  study  of  synonyms,  antonyms  and  word-building 
should  result  in  the  habit  of  observing  these  forms  in  the  early  les- 
sons. In  the  Reading  Class,  in  Geography,  etc.,  the  children  should  at 
times  be  asked  to  substitute  a  synonym  or  to  select  an  antonym. 
Word-building  is  one  of  the  very  best  seat-exercises.  It  is  highly  in 
teresting  and  educative. 

There  are  two  forms  of  language — oral  and  written,  and  a  sys- 
tematic course  in  word-study  should  give  careful  training  in  both 
forms,  pronunciation  and  spelling. 

People  pronounce  more  often  than  they  spell;  therefore,  pro- 
nunciation is  as  important,  if  not  more  so,  than  spelling.  Few  things 
will  mark  one  as  ignorant  so  quickly  as  incorrect  pronunciation; 
while  on  the  other  hand  careful  enunciation  and  correct  pronuncia- 
tion are  sure  marks  of  culture. 

The  teacher  should  studiously  avoid  the  old-time,  parrot-like, 
meaningless,  deadening  recitations  which  brought  the  study  of  spell- 
ing into  disrepute  in  many  localities  a  few  years  ago. 

Do  not  waste  time  on  words  that  the  pupils  already  know,  or 
on  words  that  nobody  ever  misspells.  There  are  some  words  never 
misspelled. 

Use  methods  that  will  lead  the  pupils  to  form  the  habit  of  care 
fully  observing  spelling  of  new  words  wherever  met  with,  in  other 
studies,  in  newspapers,  on  sign-boards  or  in  advertisements. 

Train  students  in  habits  of  exactness.  If  a  student  misspells  a 
few  words  out  of  each  lesson  for  several  years  he  has  received  much 
positively  bad  training.  Make  lessons  short  enough  so  all  can  learn 
them,  and  then  require  all  to  learn  them. 

If  the  school  be  crowded,  the  work  in  word-study  should  be 
correlated  with  Reading  and  language. 

4— LANGUAGE. 
First  Month. 

1.  Text-Book:   Compositions — "Self,"  "The  Family." 

2.  Picture  Lessons:   Vacation  Tiine  and  Unwelcome  Visitors. 

3.  Story  and  Poem:   The  Fox  in  the  Well.  A  Prayer. 

4.  Dictation  Exercises:   Proper  Names  and  Initials. 

5.  Punctuation:  The  Comma  in  Series.  Syllables. 

6.  A  Note:  See  Section  31  of  the  text. 

7.  Use  of  In,  Into,  Their,  There. 

8.  Grammar:    The  Sentence — The  Declarative  Sentence. 

9.  Special  Poem:   My  Shadow — Robt.  Louis  Stevenson. 

10.  Picture:  The  Gleaners — Millet. 

11.  Morals:   Same  topics  as  first  month,  first  year. 

12.  Conversation  Lessons. 

90 


Second  Month. 

1.  Text  Book:   Compositions — The  Home.  The  Little  Bread  Maker. 

2.  Picture  Lessons:  In  Trouble,  Playing  School. 

3.  Story  and  Poem:  Valentine,  Jack  Frost. 

4.  Dedication  Lesson:   Abbreviations  and  Titles. 

5.  Punctuation:   The  Hyphen.  Quotations. 

6.  A  Note — See  Section  31  of  the  text-book. 

7.  Use  of  right  and  write,  lie  and  lay. 

8.  Grammar:   Imperative  and  Interrogative  sentences. 

9.  Special  Poem:  My  Ship — 'Stevenson. 

10.  Picture:   Shepherdess  Knitting.^— Millet. 

11.  Morals  and  Manners:   See  topics  second  month  of  first  year. 

12.  Conversation  Lesson. 

Third  Month. 

1.  Compositions:   The  Dog.  The  Horse. 

2.  Picture  Lessons:  Good  Morning.  The  Barber. 

3.  Story  and  Poem:  The  Lion  and  the  Mouse.  Hiawatha's  Sailing. 

4.  Dictation:   Names  of  Companies.  Titles  of  Books. 

5.  Punctuation:    Divided   Quotations.   Quotation   Marks. 

6.  A  note:   See  Section  32  of  the  text-book. 

7.  Use  of  love  and  like.  A  and  An.  ,  ft 

8.  "Yes"  and  "No."  Review. 

9.  Poem:   The  Wind — ^Stevenson. 

10.  Picture:   Feeding  Her  Birds — Millet. 

11.  Morals:   Topics  of  3rd  month  in  first  year. 

12.  Conversation  Lessons. 

Fourth  Month. 

1.  Compositions:  The  Apple.  Trees. 

2.  Picture  Lessons:   Freedom.  Playing  by  the  Sea. 

3.  Story  and  Poem:  A  Little  Hero.  The  Sword  of  Bunker  HiU. 

4.  Dictation:  Poems,  Chapters. 

5.  Punctuation:  A  Test. 

6.  A  Note:  See  Section  33  of  the  text-book. 

7.  Use  of  to,  too,  two.  Teach  and  learn. 

8.  Grammar:   Person  addressed.  Capitals. 

9.  Poem:  Winter  Time — Stevenson. 

10.  Picture:  Angelus — Millet. 

11.  Morals:   Topics  of  fourth  month,  first  year. 

12.  Conversation  Lessons. 

Fifth  Month. 

1.  Compositions:   Flowers.  'Review. 

2.  Picture  Lessons:  A  Good  Time. 

3.  Story  and  Poem:    Mary  Shepherd.  Why  Do  Bells  for  Christmas 

Ring?  Field. 

91 


4.  Dictation:  Names  of  Deity.  The  Word  I. 

5.  Punctuation:   Study  the  comma  in  a  reading  lessson. 

6.  A  Note:  See  Section  34  of  the  text-book. 

7.  Use  of  saw  and  seen,  did  and  done. 

8.  Grammar:   Contractions. 

9.  Poem:   The  Land  of  Story  Books — Stevenson. 

10.  Picture:   Labor — Millet. 

11.  Morals:  Topics  same  as  fifth  month  of  first  year. 

12.  Conversation  Lessons. 

Sixth   Month. 

1.  Compositions:   The  Characteristics  of  January.  How  to  Decorata 

a  Christmas  Tree. 

2.  Picture  Lesson:  Christ  in  the  Temple  with  the  Doctors.  Hoffman. 

3.  Story  and  Poem:  The  Hero  of  Haarlem  (Third  Reader);  We  are 

Seven. 

4.  Dictation:    Dictate  a  lesson  from  the  reader  after  it  has  been 

studied. 
,5.     Punctuation:  Study  the  comma  in  a  reading  lesson. 

6.  A  Note:  See  Section  35  of  the  text-book. 

7.  Use  of  sit  and  set.  Very  and  Awful. 

8.  Grammar:   Possession  and  Possessives. 

9.  Poem:  Birdie  with  the  Yellow  Bill — Stevenson. 

10.  Picture:   The  Sower — ^Millet. 

11.  Morals:  Topic  same  as  sixth  month  of  first  year. 

12.  Conversation  Lessons. 

SUGGESTIONS   AND    DIRECTIONS. 

1.  Alternation. — The  third  year  language  should  be  taught  dur- 
ing the  year  1911-12,  and  the  fourth  year  language  during  the  school 
year  1912-13. 

2.  Health  Lessons. — The  health  lessons  should  alternate  with 
the  Third  and  Fourth  year  Geography  courses,  giving  about  two  pe- 
riods a  week  to  health,  and  three  periods  a  week  to  Geography. 

3.  Text-book. — The  writer  would  urge  upon  the  teachers  of  the 
State  the  careful  use  of  the  adopted  text-book.  No  teacher  without 
a  careful  training  can  plan  a  good  language  course.  The  text-books 
may  not  ibe  the  best  on  the  market,  but  they  are  far  better  than 
none  in  a  crowded  school  with  a  teacher  who  has  not  had  a  careful 
normal  training.  Topics  1  to  8  inclusive  are  text-book  work,  while 
topics  9  to  11  inclusive  are  extra  work. 

4.  Time  Given. — One  lesson  a  month  should  be  given  to  each 
of  the  following  topics:  Morals,  Pictures,  Special  Poem,  "Use  of," 
Punctuation,  Dictation  Exercises,  Story  and  Poem,  Picture  Lessons, 
in  all  10  lessons.  Six  lessons  to  Composition  and  two  to  Gram- 
mar, and  two  lessons  to  the  Note.  The  work  in  Compsition,  Dictation 
and  Note  Writing  should  be  written;  the  rest  of  the  course  should 
be  largely  oral,  sometimes  written.  i 

92 


5.  Method.-^The  following  suggestions  taken  from  the  Illinois 
Course  of  Study  will  be  helpful.  Read  them  carefully. 

Aims. — The  ultimate  aim  in  language  work  is  the  establishment 
of  a  habit  of  clear,  forceful,  and  correct  expression  of  thought.  This 
involves  the  enrichment  of  the  writing  and  the  speaking  vocabulary, 
the  correction  of  bad  habits  in  speech,  and  instruction  in  matters  of 
form  in  written  work.  Since  pupils  write  and  talk  during  all  parts 
■of  the  day,  language  must  be  an  all-day  subject. 

The  Sipecial  work  of  a  language  period  is  to  establish  rules  in 
regard  to  oral  and  written  speech,  to  give  definite  drill  in  the  applica- 
tion of  these  rules,  to  afford  opportunity  for  gaining  high  ideals 
of  speech  through  contact  with  good  models,  and  to  give  much  prac- 
tice in  writing  and  speaking,  unhampered  by  the  necessity  of  cov- 
ering a  certain  amount  of  subject  matter  in  geography,  history,  or 
some  other  subject  demanded  by  the  general  course  of  study.  But 
the  work  of  the  period  can  not  be  made  effective  if  the  principles 
established  and  the  ideals  set  up  are  forgotten  during  the  rest  of  the 
day. 

Common  Errors. — If  a  child  never  heard  mistakes  in  speech, 
he  would  probably  speak  fairly  correctly  with  little  drill  or  instruc- 
tion. But  since  all  children  do  hear  a  great  deal  of  poor  language 
and  so  acquire  bad  habits,  teachers  must  do  much  positive  work  In 
the  way  of  correction.  This  work  must  be  done  persistently  and  sys- 
tematically. Many  types  of  errors  must  be  corrected  eoch  day,  hut 
one  kind  of  mistake  at  a  time  should  be  attacked  with  special  vigor. 

In  each  month's  work,  drill  intended  to  correct  one  or  more 
common  errors  is  suggested.  The  list  of  errors  indicated  is  not  an 
arhitrary  one  to  be  used  necessarily  in  each  school.  If  a  mistake 
is  not  common  with  a  group  of  children,  no  time  should  be  wasted 
over  it.  The  teacher  will  certainly  be  able  to  find  some  other  fault 
to  correct.  Before  special  drill  for  the  correction  of  a  mistake  is 
begun,  pupils  should  be  convicted  of  this  particular  error.  That  is, 
they  should  be  shown  that  they  often  commit  it,  and  that  there  is 
therefore  need  of  work  for  its  correction.  The  work  should  be  done 
in  such  a  way  as  to  call  little  attention  to  the  wrong  form.  Lists  of 
correct  sentences  may  be  obtained  in  different  ways. 

1.  The  teacher  may  write  sentences  on  the  board  leaving  iblanks 
for  doubtful  words.  Children  may  be  asked  to  fill  the  blanks.  If 
this  seems  to  be  done  by  guessing,  the  teacher  should  insert  correct 
words  in  enough  sentences  to  enable  pupils  to  discover  a  simple 
untechnical  rule;  for  example,  use  is  and  was  when  speaking  of  one 
and  are  and  were  when  speaking  of  more  than  one.  Remaining  blanks 
may  then  be  filled  by  pupils. 

2.  The  teacher  may  ask  questions  using  the  correct  form  and 
have  pupils  answer  in  complete  sentences.  They  will,  in  this  way, 
be  led  to  use  the  right  form;  thus,  Were  Mary  and  Anna  there? 
Mary  and  Anna  were  there.  Are  there  three  apples  in  the  basket? 
There  are  three  apples  in  the  basket. 

93 


3.  After  a  rule  is  understood,  but  before  the  habit  of  choosing 
correctly  is  established,  pupils  may  be  asked  to  bring  to  class  in  cor- 
rect form  each  sentence  in  which  they  have  found  themselves  using 
the  wrong  form. 

When  a  number  of  correct  sentences  have  been  obtained,  they 
should  he  repeated  orally  and  written,  that  the  correct  expression 
may  come  to  seem  the  right  one.  Through  repeated  choices  of  the 
right  form  and  through  accustoming  the  ear  to  the  sound  of  this 
form,  right  habits  will  finally  be  established.  A  school  sentiment  in 
favor  of  improved  English  is  very  important. 

Oral  Composition. — One  of  the  greatest  errors  in  present-day  lan- 
guage work  is  the  failure  to  emphasize  oral  composition  work.  In  the 
past  and  at  present,  language  work  has  meant  written  language  work. 
"As  are  a  child's  habits  of  oral  expression,  so  will  his  habits  of  writ- 
ten expression  tend  to  become"  says  Chubb.  All  the  newer  language 
texts  are  taking  cognizance  of  this  fact.  Therefore,  the  teacher  ought 
to  emphasize  oral  narration  of  actual  experiences,  oral  descriptions  of 
scenes  and  objects,  oral  exposition  in  the  form  of  discussing  sub- 
jects that  give  information  about  every  day  things,  and  those  that 
take  up  steps  in  the  processes  of  making  things  and  doing  things,  and 
oral  argument  in  subjects  associated  with  the  child's  interests.  Much 
oral  work  may  be  done  in  all  the  grades  in  giving  reports  on  ob- 
servations that  the  children  have  been  led  to  make.  In  the  higher 
grades,  a  good  type  of  oral  work  is  the  report  to  the  class,  or  even  to 
the  whole  school,  on  magazine  articles,  or  even  books. 

Outlined  Work. — Teachers  should  lead  the  children  to  prepare 
outlines  arranging  in  logical  sequence,  the  main  points  of  a  subject 
preparatory  either  to  oral  reports  or  written  composition.  It  is  fine 
to  prepare  such  an  outline  of  the  subject  matter  in  the  various  les- 
sons of  the  day.  Teachers  would  do  well  to  write  to  Department  of 
Education  at  Washington  and  secure  a  copy  of  a  pamphlet  entitled 
"Teaching  Language  Through  Agriculture  and  Domestic  Science,"  by 
M.  A.  Leiper,  of  Bowling  Green,  Ky. 

The  Dictionary. — In  all  grades  above  the  Fourth,  the  pupils  should 
be  taught  the  daily,  systematic  use  of  the  Dictionary. 

Literature  and  Language  Work.— Orammatical  correctness  is  but 
a  minor  element  in  self-expression.  Clearness,  fullness,  and  strength 
are  more  important,  and  these  involve  a  large  vocabulary.  Any  large 
measure  of  language  power  involves  also  wide  and  deep  interests. 
For  the  sake  of  deepening  the  interest  of  pupils  in  their  own  lives 
and  environment  and  of  so  widening  their  interests  as  to  make  these 
include  the  lives  of  other  people,  real  or  imaginary,  in  other  coun- 
tries and  ages,  as  well  as  for  the  sake  of  widening  the  vocabulary 
and  giving  high  ideals  of  speech,  some  study  of  literature  is  com- 
bined with  the  language  work. 

Poems. — One  or  more  poems  are  suggested  for  each  month  from 
the  third  to  the  eighth  year  inclusive.  These  poems  should  be 
studied  first  of  all  as  literature.  The  teacher  should  ask,  in  regard  to 

94 


each,  how  it  may  be  made  to  give  pleasure  and  awaken  thought. 
He  should  see  the  pictures  in  a  descriptive  poem  himself  and  should 
strive  to  make  them  vivid  to  his  pupils,  thus  kindling  their  imagina- 
tion and  often  awakening  in  them  a  consciousness  of  kindred  beau- 
tes  in  their  own  neighborhood.  He  should  first  see  that  they  really 
get  the  story,  the  sequence  of  events,  in  a  narrative  poem;  then  the 
story  may  be  given  significance  .by  a  discussion  of  the  causes,  mo- 
tives, and  results  of  acts.  A  teacher  cannot  make  a  poem  a  vital 
thing  to  his  pupils  unless  he  himself  sees,  feels  and  thinks  what  the 
poet  saw,  felt  and  thought. 

But  though  the  poem  should  be  studied  primarily  as  literature 
the  teacher  should  have  constantly  in  mind  the  opportunity  offered 
for  language  training.  Freedom  of  speech,  combined  with  proper 
self-restraint,  should  be  encouraged  in  the  conversations  about  the 
poems.  In  the  class  talk,  the  teacher  should  use  the  specific  words 
of  the  poet  and  thus  lead  the  pupils  to  substitute  these  for  the  more 
general  terms  that  they  are  in  the  habit  of  making  serve  their  pur- 
poses. Entire  poems  or  selected  passages  should  be  memorized.  One 
of  the  advantages  of  this  work  is  the  widening  of  the  vocabulary. 
Special  word  exercises  will  be  suggested  to  the  teacher  by  each  poem. 
The  following  may  serve  as  examples: 

1.  Make  a  list  of  descriptive  words  in  the  poem.  What  is  each 
used  to  describe?  Use  each  to  describe  something  else. 

2.  Make  a  list  of  the  words  that  you  never  use.  What  should  you 
have  used  in  the  place  of  each?  Which  is  better,  your  expression  or 
the  author's? 

3.  Find  synonyms  for  the  following  words  (these  to  be  selected 
by  the  teacher).  Did  the  author  make  a  good  choice? 

Poems  will  often  suggest  subjects  for  written  compositions.  Some 
suggestions  for  the  connection  of  literature  and  composition  work  are 
made  in  the  different  months'  work.  Not  much  in  the  way  of  formal 
paraphrasing  of  poems  is  desirable.  The  highest  value  of  a  fine  piece 
of  literature  may  be  destroyed  by  a  forced  attempt  to  reproduce  the 
thought.  The  story  in  a  narrative  poem  may  and  should  be  given 
by  the  pupils  in  their  own  words;  but  the  final  impression  made  hy 
a  fine  description  or  a  lofty  thought  should  be  left  in  the  words  of 
the  author.  A  narrative  poem  should  often  be  followed  by  an  original 
story  and  a  descriptive  poem  by  a  descriptive  composition. 

The  method  of  presenting  poems  to  children  should  vary  with 
the  nature  of  the  poem  and  the  age  and  development  of  the  class. 
In  the  lower  grades  all  poems  should  be  read  first  by  the  teacher. 
The  following  plan  is  followed  by  some  of  the  best  primary  teachers: 
_  1.  Short  introduction  consisting  of  explanations  and  questions 
fitted  to  arouse  interest  and  prepare  for  an  understanding  of  the  poem. 

2.  Teacher  reads  poem,  stopping  for  question  or  explanation  only 
when  this  seems  necessary  in  order  to  hold  interest  of  class. 

95 


3.  Brief  conversation  to  find  how  much  children  have  got  fron. 
the  first  reading  and  to  interest  them  in  getting  a  fuller  appreciation 
of  the  poem. 

4.  Teacher  reads  again,  part  by  part.  This  is  the  time  for  fu]I 
explanation  and  discussion. 

5.  If  time  permits,  teacher  reads  again,  that  the  final  impression 
may  he  left  by  the  author's  own  words;  or  pupils  are  permitted  to 
read  the  poem. 

6.  Pupils  copy  and  learn  all  or  a  part  of  poem. 

The  pupils  in  the  higher  grades  may  be  asked  to  read  easy  nar- 
rative poems  and  to  be  able  to  tell  the  story  to  the  class  with  no 
help  from  the  teacher.  For  the  most  difficult  poems,  they  will  need 
almost  the  same  help  from  the  teacher  that  the  younger  children  re- 
quire. 

In  a  few  cases  substitutions  have  been  made  in  this  revision  for 
poems  in  the  former  list.  In  many  cases  a  choice  has  been  offered 
between  a  new  poem  and  one  in  the  old  list.  The  new  ones  may  be 
used  as  additional  work  if  time  permits  the  study  of  both.  A  consid- 
erable number  of  these  new  poems  are  by  British  writers,  although 
a  large  fraction  of  all  the  poems  named  are  by  four  or  five  American 
poets.  While  American  children  should  acquire  a  sense  of  acquain- 
tance with  leading  American  authors  through  their  writings,  they 
should  also  get  a  glimpse  of  the  wealth  of  British  literature. 

Prose  Stories. — Children  find  keen  delight  in  hearing  and  telling 
good  stories  over  and  over  again.  To  repeat  to  some  one  else  a  story 
told  by  a  master  story  teller  is  one  of  the  best  of  langauge  exercises, 
if  one  is  at  first  thoroughly  familiar  with  what  he  is  to  tell.  It  gives 
freedom  and  ease  of  speech,  and  it  also  adds  to  the  speaking  vocabu- 
lary, since  one  unconsciously  comes  to  use  himself  the  good  words 
of  the  writer.  Many  bad  habits  of  speech  can  be  broken  up  in  the 
story  telling  exercises;  for  example,  the  "and,"  and  the  "why,"  the 
"ur,"  the  "says  he  to  her,"  and  the  "Robin  Hood  he"  habits.  At  the 
same  time  that  the  language  of  the  children  is  being  improved,  their 
lives  are  being  enriched,  as  they  share  the  delight  that  the  stories 
have  brought  to  numberless  other  children.  Much  will  be  done  to 
brighten  and  vitalize  the  language  period  if  some  days  each  month 
are  spent  in  reading  and  retelling  some  of  the  w^orlds  good  stories. 

The  teacher  must  read  the  stories  to  the  children  in  the  lower 
grades.  After  they  have  heard  them  read,  one  or  more  times,  they 
may  tell  them  themselves.  In  the  higher  grades,  the  teacher  should 
still  read  some  of  the  stories  to  the  class.  Others  the  pupils  may  read 
for  themselves  and  then  tell  to  their  classmates. 

Composition  Work. — Much  composition  work,  both  oral  and  writ- 
ten, under  careful  and  sympathetic  supervision,  is  necessary,  if  chil- 
dren are  ever  to  be  good  users  of  English. 

Wellington's  maxim  "Have  something  to  say  and  say  it"  is  not  so 
easy  in  practice  as  it  sounds.  It  may  well  serve  as  the  test  of  a 
good   composition.     The  first  element  is   fundamental;     no  one    can 

96 


speak  elearly  whe  does  met  see  and  think  elearly,  wh»  daes  aot 
have  something  to  say.  Therefore  composition  work  should  grow  out 
of  the  experiences  and  the  interests  of  the  pupils.  It  follows  that 
any  general  composition  course  must  be  suggestive  largely.  No  two 
groups  of  children  have  or  can  have  exactly  the  same  interests;  so 
each  teacher  must,  in  part  at  least,  shape  his  own  composition  work 
according  to  the  interests  of  his  own  children.  He  must  not,  however, 
shirk  some  measure  of  responsibility  for  determining  what  those  in- 
terests shall  be.  Careful  preparation  should  be  made  for  every  writ- 
ten exercise.  The  subject  should  be  talked  over  in  class  and  often 
outlines  should  be  prepared.  The  teacher  should  not  ask  pupils  to 
write  until  he  is  sure  that  they  have  something  they  wish  to  say. 

Two  or  three  composition  subjects  are  suggested  for  each  month. 
In  some  cases  they  have  been  determined  by  the  natural  interests  of 
the  season,  in  some  by  the  literature  studied  during  the  month.  Na- 
ture study  work,  history,  geography,  local  environment,  events  of 
local  interest,  will  all  suggest  topics  about  v/hich  the  children  will 
be  eager  to  express  themselves.  A  language  period  may  frequently 
be  spent  in  correcting  exercises  that  have  been  prepared  as  a  part 
of  the  work  of  some  other  subject.  The  relation  of  clear  thought 
to  clear  speech  must  never  be  forgotten.  Letter  writing  is  a  very 
satisfactory  form  of  composition  work,  as  it  is  easy  to  give  it  a  mo- 
tive. The  members  of  a  class  may  write  letters  to  an  absent  class- 
mate, or  they  may  write  to  some  school  officer  asking  for  some  needed 
article,  or  each  may  write  to  some  friend  about  some  incident  of  school 
life;  or  each  may  write  to  a  pupil  of  the  same  grade  in  some  other 
state  or  county. 

In  written  compositions,  as  in  oral  speech,  many  points  of  form 
must  be  corrected  at  once;  but  some  one  or  more  questions  should 
be  given  special  attention  each  month.  After  some  matter,  such  as 
leaving  a  margin,  the  proper  heading  of  a  letter,  or  some  rule  of 
punctuation,  has  been  carefully  discussed,  the  observance  of  the 
rule  formulated  should  be  demanded.  Criticism  upon  the  thought 
itself  or  any  peculiar  expression  of  it  should  be  made  with  great  care. 
These  are  personal  matters,  upon  which  all  are  sensitive;  and  harsh 
criticism  may  prevent  spontaneous  self-expression,  the  very  thing 
which  should  be  most  esteemed.  Good  models,  kindly  suggestions, 
and  hearty  praise  of  the  best  points  in  the  work  of  the  children  must 
be  relied  upon  to  bring  the  results  desired. 

Pupils  should  be  encouraged  to  express  themselves  by  other 
means  than  words.  Let  them  illustrate  what  they  read  as  well  as 
what  they  write  with  pencils,  colored  crayons,  water  colors,  or  by 
clay  models.  Dramatization  of  something  read  or  written  is  also 
valuable,  if  it  can  be  kept  spontaneous.  It  is  grows  out  of  the  chil- 
dren's desire  to  lose  themselves  even  more  completely  than  they 
have  been  able  to  do  in  the  life  that  has  interested  them,  it  maks 
their  lives  richer.    If  it  degenerates  into  an  entertainment  prepared 

97 
C.  S.  4 


f©r  their  friends  under  the  dominating  control  of  the  teacher,  it  de- 
velops self-consciousness  and  so  defeats  its  only  legitimate  purpose. 

From  the  Third  Grade  on  through  the  Eighth  Grade,  the  pupils 
should  be  encouraged  to  write  original  stories.  It  is  especially  fine 
work  for  the  upper  grades.  At  first  this  exercise  may  take  the  direc- 
tion of  rewruing  otner  stories  read  or  heard,  the  pupils  furnishing 
only  a  small  element  of  originality.  Again  the  pupils  may  write  the 
beginning  of  a  story  to  a  given  conclusion,  or  a  conclusion  from  a 
beginning.  From  such  exercises  as  these,  the  pupils  may  pass  on  to 
stories  wholly  original.  These  exercises  develop  the  power  of  inven- 
tion and  originality. 

5— ARITHMETIC. 
First  Month. 
Review  the  facts  and  processes  taught  in  the  second  year.  The 
combinations  within  21  and  22.  Make  rectangle  of  square  inches 
3x7  and  2x11.  Teach  reduction  of  yards  to  feet  and  weeks  to  days. 
Ask  such  questions  as  how  many  yards  in  21  feet,  in  20  feet?  How 
many  days  in  3  weeks,  in  2  weeks?  How  many  weeks  in  22  days? 
Teach  addition  and  subtraction  within  the  limit.  Teach  the  frac- 
tion family,  V2,  Va,  %,  1-16  with  diagram  and  ask  such  questions  as 
how  many  sixteenth  in  %,  in  14,  ^2-  Do  not  fail  to  use  the  objects. 
Teach  the  addition  of  mixed  numbers  as  25  y^  and  4i/^. 

Second  Month. 

Teach  the  products  of  4x6,  3x8,  5x5,  3x9.  Review  first  month's 
work.  Review  addition  and  subtraction  table  to  18  and  add  by  end- 
ings to  30;  thus,  4  plus  7,  14  plus  7,  8  plus  6,  18  plus  6.  Teach  sub- 
traction with  minuend  endings  in  3,  4,  5.  Add  by  3's,  4's,  5's  to  30. 
Make  multiplication  table  of  3's.  Also  a  partition  table,  1-3  of  9,  1-3 
of  12,  etc. 

Measure  top  of  desk  all  around  true  to  the  eighth  of  an  inch 
and  add  to  obtain  perimeter.  Continue  to  reduce  yards  to  feet  and 
feet  to  yards.  Also  pecks  to  ibushels  and  bushels  to  pecks.  Each 
month  give  exercises  in  the  three-type  problems:  e.  g.,  2-5  of  2& 
equals?    10  is  how  many  5ths  of  25?    lOi  is  2-5ths  of  what  number? 

Third  Month. 

Continue  to  review  primary  number  facts.  Teach  the  products 
4x7,  5x6,  4x8,  5x7;  also  1-4  of  28,  1-5  of  30,  3-4  of  32,  2-5  of  35,  etc.; 
also  29  divided  by  4;  31  divided  by  5;  33  divided  by  4,  etc.  Add 
problems  made  up  of  two  columns  whose  sum  does  not  exceed  35. 
Teach  children  to  name  the  sum  only  in  addition.  Teach  carrying 
tens  with  bundles  of  splints.  Reduce  pecks  to  quarts  and  quarts  to 
pecks,  gallons  to  pints  and  pints  to  gallons.  Teach  fraction  family 
with  diagram,  1-3,  1-6,  1-12,  1-24,  and  ask  such  questions  as  how  many 
24ths  in  1-12,  in  1-6,  in  1-3.  Teach  to  compare  1-2  and  1-3  through 
the  sixth.    Use  objects  before  figures,  ideas  before  symbols. 

9S 


The  work  here  outlined  is  suggestive;  the  earnest  teacher  will 
adapt  it  to  the  needs  and  the,  development  of  hdr  class. 

Fourth  Month. 

The  factors  of  36,  40  and  42  in  the  same  as  in  the  month  before. 
Reduce  integers  to  halves,  thirds,  fourths,  fifths,  and  sixths.  Sub- 
traction of  mixed  numbers  as  3  1-2  from  8  1-4 — use  foot  rule. 

Teach  subtraction  with  minuend  endings  6,  7,  8.  Reduction  of 
halves,  thirds,  and  fourths  to  integers.  Illustrate  work  in  fractions 
with  divided  paper  circles. 

Fifth  Month. 

Factors  of  45,  48,  49,  54  to  be  taught  as  before.  Review  factors 
of  20,  30,  40  and  50.  Build  solid  48  inch  cubes,  3x4x4  and  4x2x6. 
Where  possible  arrange  other  numbers  same  way.  Teach  proof  of 
addition  by  adding  up  and  down.  Train  for  rapidity.  Begin  now  to 
give  two-step  problems  as — what  will  3  apples  cost  if  5  apples  cost 
20  cents?  Multiply  two-place  numbers  by  integer  as — 3x18,  4x23. 
The  three-type  problems.  Reduce  square  yard  to  square  feet.  Teach 
the  class  to  know  a  rod  by  measuring  on  the  floor.  Have  them  guess 
a  distance  in  rods  and  verify. 

Sixth  Month. 

The  products  8x7,  9x7,  8x8,  9x9,  also  10x6,  10x7.  Construct  multi- 
plication and  division  tables  to  81.  Practice  computing  areas  of  rec- 
tangles by  dividing  them  into  rows  of  unit  squares.  Addition  of  U.  S. 
money.    Review  the  year's  work. 

The  Primary  Arithmetic  should  be  used  to  furnish  additional 
•drill  work.  The  teacher  would  do  well  to  secure  copies  of  Smith's 
Primary  Arithmetic,  Ginn  &  Co.,  Milne's  Primary  Arithmetic,  Ameri- 
can Book  Co.,  and  Speer's  Primary  Arithmetic,  Ginn  &  Co.  These 
books  set  forth  the  work  to  be  done  in  the  third  and  fourth  years  in 
a  very  suggestive  and  helpful  way. 

SUGGESTIONS  AND    DIRECTIONS. 

During  the  third  year  the  students  should  master  the  various 
combinations  within  81;  they  should  read  and  write  numbers  to  1,000 
and  master  Roman  Notation  so  far  as  it  is  found  in  the  text-books.  As 
has  been  suggested.  Arithmetic  is  studied  in  order  that  we  may  meas- 
ure space,  time,  force  and  value,  and  properly  proportion  means  to 
end  in  accomplishing  our  purposes  in  life.  In  the  development  of  the 
subject,  the  student's  attention  is  successively  focused  upon  facts, 
processes,  and  problems. 

1.     Facts. — The  facts  to  be  learned  comprise: 

(1)  The  number  relations  needed  in  the  fundamental  processes 
of  computation,  viz.,  the  addition  table  to  9  plus  9,  in  all  45  primary 
number  facts,  and  the  multiplication  to  9  times  9,  in  all  37  facts. 

99 


(2)  Other  number  relations,  such  as  the  multiples  12,  16,  25;  the 
aliquot  parts  of  numbers  to  100;  the  factors  of  all  numbers  to  100; 
the  squares  and  cubes  of  certain  numbers. 

(3)  The  Tables  of  Denominate  Numbers  in  use  in  the  com- 
munity. 

(4)  Certain  physical  and  arithmetical  constants,  such  as  the 
weight  of  a  cubic  foot  of  water,  the  ratio  of  the  circumference  of  a 
circle  to  its  diameter. 

Facts  are  fixed  in  mind  by  use  and  verbal  repetition.  This  repe- 
tition should  be  continued  until  the  work  becomes  automatic. 

2.  Processes. — The  arithmetical  processes  enable  us  to  find  an 
unknown  number  or  quantity  from  the  known  relation  to  some  known 
number  of  quantity.  Computation  is  commenly  performed  with  fig- 
ures, but  every  process  is  primarily  a  process  with  real  numbers  of 
things.  Hence  every  operation — figure  process — should  be  learned 
in  connection  with  the  real  process  that  it  represents.  It  may  be 
noted  that  the  real  process  should  precede  the  figure  process:  e.  g., 
if  the  class  is  to  learn  1-4  of  1-4,  the  teacher  should  lead  them  to  see 
the  part  of  the  whole  is  represented  by  taking  one  of  the  four  equal 
parts  into  which  one-fourth  is  parted.  When  they  see  the  physical 
fact  that  one-fourth  of  one-fourth  is  one-sixteenth,  the  figure  process' 
takes  on  some  meaning.  A  process  learned  with  the  intelligent  use 
of  objects  is  more  likely  to  be  intelligently  applied  to  concrete 
problems. 

3.  Problems. — The  application  of  the  processes  of  computation 
to  human  affairs  constitute  problems.  In  solving  the  problem  two 
steps  are  involved:  finding  what  processes  to  employ  and  performing 
the  computation.  In  the  solution  of  problems,  from  the  very  start 
the  students  should  be  trained  to  find  out  and  to  state  clearly  what 
is  given  in  the  problem  and  what  is  to  be  found.  A  student  should 
never  begin  to  make  figures  until  he  has  decided  these  two  ques- 
tions. Having  determined  what  is  given  and  what  is  required,  the 
student  should  decide  how  to  proceed  with  his  computation.  In  other 
words,  the  student  should  be  trained  to  go  through  the  entire  process 
mentally  before  he  begins  the  figure  process. 

4.  Text-Books. — The  primary  Text  should  be  completed  this  year. 

HOME   GEOGRAPHY  AND   NATURE   STUDY. 
For  Third  and  Fourth  Grade  Pupils. 

Purposes. — The  work  in  Geography  and  Nature  Study  in  the  third 
and  fourth  years  will  be  done  largely  as  a  means  of  training  the  pupils 
in  observation  of  the  physical  phenomena  oE  their  immediate  environ- 
ment and  of  preparing  them  for  the  broader  study  of  geography  later 
in  life.    It  should  be  the  conscious  purpose  of  the  teacher — 

1.  To  direct  attention  at  every  step  to  the  causal  relations  in 
things  asking  the  question  "why?"  and  find  the  answer  in  the  phe- 
nomena. 

100 


2.  To  use  the  observations  thus  made  in  the  Language  work.  '  '  ' 

3.  To  lead  students  to  make  drawings  of  objects  seen  and  to 
record  measurements  taken. 

4.  To  give  the  children  a  peep  into  the  world  beyond  the  hori- 
zon in  the  study  of  types  of  people  which  have  been  developed  under 
definite  conditions  of  climate  and  food  supply. 

5.  To  cause  the  students  to  make  such  a  study  of  their  home 
surroundings  as  will  help  them  to  interpret  the  text-books  in  Geog- 
raphy. 

First  Month. 

The  Rain. — Study  the  fate  of  the  rain:  Notice  that  as  the  rain 
falls  some  of  it  sinks  at  once  into  the  soil,  as  into  a  sponge;  some 
of  it  may  seep  out,  down  the  hill  somewhere,  as  a  spring.  Why  does 
it  seep  out?  Why  not  on  the  top  of  the  hill?  Some  creeps  into 
wells  for  use  at  home.  Why  do  wells  and  springs  sometimes  go 
dry  in  times  of  drouth?  Notice  that  the  soil  gets  dryer  and  dryer 
as  the  days  go  by,  after  a  rain.  What  becomes  of  the  water?  Notice 
that  a  pan  of  water  left  in  the  sun  evaporates.  Where  does  the  water 
go?  Hold  a  cold  dish  or  a  piece  of  glass  over  the  spout  of  the  boil- 
ing tea-kettle  and  account  for  the  drops  of  water  on  the  cold  surface. 
Notice  that  some  of  the  water,  in  a  hard  shower,  or  a  long  rain,  runs 
off  at  once  down  the  slope  into  the  stream. 

The  Weather. — Occasional  observation  on  the  weather,  to  be  car- 
ried on  each  week,  though  not  necessarily  each  day.  Only  a  few  min- 
utes need  be  devoted  to  this,  at  most,  each  time.  Notice  the  tem- 
perature, warm,  cool,  cold.  Take  thermometer  readings  at  noon,  night, 
indoors,  in  the  shade,  in  the  sun.  The  best  temperature  to  put  on 
the  permanent  record  is  at  the  time  of  the  opening  of  school.  Ob- 
serve the  air  as  to  the  moisture;  dry,  damp,  fog,  mist,  rain,  snow; 
winds,  gentle,  strong;  wind  direction;  use  of  weather  vane;  use  of 
compass;  naming  the  winds,  a  north  wind  from  the  north,  etc.  Sky 
clear,  cloudy.  A  calendar  with  a  blank  space  may  be  used  to  record 
these  observations,  so  preserving  them. 

The  Sun. — One  day  in  the  month  (or  better,  one  day  in  the  week) 
make  a  study  of  the  sun;  time  and  place  of  rising,  time  and  place  of 
setting.  Design  a  form  of  graphic  record  which  the  class  may  fill 
in  through  the  year  to  show  the  varying  length  of  day.  Measure 
the  length  of  the  shadow  of  a  vertical  yard-stick  at  noon;  devise  a 
form  of  graphic  record  which  may  be  added  to,  as  the  observations 
are  taken,  to  show  the  varying  length  of  the  time  of  day  by  the 
shadow  (the  sun-dial). 

Health. — Pure  air  and  breathing.  How  air  gets  into  the  lungs. 
Practice  pupils  in  deep  breathing.  Change  of  air  in  living  rooms. 
Effects  of  a  stove  in  the  room.  Food — Sources — Used  for  food  for 
growth,  strength,  warmth.     Rules  for  eating. 

101 


A'  StOdy'  of  ^Human  Types. — The  Arab. — The  teacher  may  read 
to  the  children  or  tell  them  of  the  Arab  family,  showing  how  de- 
pendent the  tribes  are  upon  their  flocks  and  herds;  how  the  poor 
pasture  requires  frequent  moving;  how  this  fixes  the  tent  mode  of 
life,  character  of  food  and  dress,  and  means  of  travel;  how  the  rais- 
ing of  sheep  invites  the  weaving  of  blankets  and  rugs;  how  in  the 
more  arid  regions  the  camel  hecomes  the  ship  of  the  desert. 

Second   Month. 

Work  of  Water. — About  one-half  of  the  time  of  this  month  spent 
in  a  study  of  the  work  of  running  water;  notice  that  in  a  heavy  rain 
the  run-off  down  the  slope  tends  to  collect  into  streams,  which  cut 
gullies  or  ditches  into  the  soil.  Go  to  a  brook  or  permanent  stream 
somewhere  and  notice  how  the  stream  works;  that  it  rolls  or  pushes 
gravel  and  sand  along  the  bottom,  or  carries  mud  in  suspension;  that 
it  eddies  round  larger  stone  (rapids),  tending  to  undermine  it,  so 
letting  it  fall  forward  down  the  stream;  that  on  the  outcurve  it  cuts 
into  the  bank,  causing  the  bank  to  "cave  in;"  that  is,  it  causes  a 
landslide.  Notice  the  work  of  the  run-off  on  the  slopes,  causing  the 
soil,  grain  by  grain,  to  creep  down  hill;  notice  that  every  movement 
made  on  a  slope  tends  to  cause  some  soil  to  take  a  position  lower 
down,  hence  the  hills  are  being  flattened  down,  and  the  streams  are 
carrying  the  soil  down  toward  the  sea.  Observe  that  the  stream 
in  the  bottom  of  the  valley  is  responsible  for  lowering  the  axis  of 
the  valley,  while  the  run-off  and  every  moving  thing  on  the  hillslope 
helps  to  wear  it  down  and  into  the  stream.  So  we  observe  the  valley 
in  its  origin,  and  the  birth  of  slopes,  hills,  divides,  drainage  basins, 
main  streams,  tributary,  drainage  system. 

The  Moon. — On  three  or  four  different  evenings  in  the  month 
observe  the  moon:  when  it  is  new;  position  with  reference  to  the 
sun,  and  with  reference  to  the  horizon;  shape,  direction  of  horns 
with  reference  to  the  sun;  time  of  setting;  when  at  first  quarter,  its 
position  at  sundown,  direction  of  flat  side,  time  and  place  of  setting; 
when  full,  direction  from  sun  in  the  evening,  shape,  path  in  the  sky. 
Make  the  same  observations,  if  possible,  for  the  last  quarter. 

Continued  Work. — a.  Occasional  observations  on  the  weather, 
with  record  continued  as  in  first  month. 

b.  One  ohservation  of  the  sun,  as  before,  each  week,  with  record 
continued;  length  of  the  day,  length  of  the  shadow  of  the  vertical 
yard-stick  at  noon. 

c.  Note  the  signs  of  changing  seasons;  make  a  calendar  of  the 
migration  of  the  birds;  change  in  color  of  leaves;  the  work  the  farmer 
is  doing. 

Health.— The  teeth  and  their  care.  The  stomach.  How  care  for 
it.    Stress  health  lessons. 

Human  Types. — Study  the  American  Indian.  The  hunting  Indian 
on  the  great  plain,  living  in  a  tepee,  following  the  herds  of  buffalo; 

102 


living  upon  his  pony.  The  Pueblo  Indian  or  the  arid  southwest  liv- 
ing by  agriculture,  and  making  his  home  in  the  cliffs  or  on  tops  of 
mesas,  to  defend  himself  against  the  forays  of  the  wild  plains  tribes. 

Third  Month. 

The  Soil. — About  half  the  time,  as  occasion  permits,  devote  to 
a  study  of  the  soil.  Notice  that  it  is  made  of  little  pieces  of  rock; 
that  it  varies  in  different  places,  in  fineness,  sandy  or  gravelly,  or 
fine  clay  or  loam;  that  it  is  blacker  near  the  surface;  try  to  find  out 
what  part  vegetation  plays  in  furnishing  the  black  cofor.  Break 
open  a  roadside  stone,  and  notice  the  fresh  color  inside  and  the 
rusty  or  weathered  outer  surface,  some  particles  of  which  may  be 
loosened  by  the  thumb  nail,  and  so  added  to  the  soil.  Notice  the 
kinds  of  plants  that  grow  in  the  soil,  when  sandy,  when  clay,  when 
dry,  when  undrained.  Notice  how  the  farmer  prepares  the  soil  for 
the  crop,  and  answer  the  question  why  he  does  so. 

Continued  Work. — a.  Occasional  weather  observations,  with  rec- 
ord continued,  as  in  the  first  month.  Observe  the  signs  of  approach- 
ing winter;  list  all  the  changes  you  can. 

b.    Observations  of  the  sun,  as  before,  with  records  continued. 

Health. — Study  of  heart  and  blood  vessels.  The  blood,  the  brain 
and  the  nerves.  See  primary  text.  Location  and  hygiene  of  these 
organs  to  be  taught. 

Human  Types. — The  teacher  tells  and  reads  about  the  people  who 
live  in  the  highlands,  for  example,  in  Switzerland;  how  they  live  in 
cottages  in  the  high  valleys;  the  danger  from  avalanches;  the  slow 
rivers  of  ice  in  the  upper  valleys  (glaciers) ;  the  herding  of  cattle 
on  the  mountain  slopes  too  steep  to  till;  the  danger  of  being  lost 
in  the  snows  in  crossing  over  the  high  passes  (St.  Bernard) ;  the 
love  of  freedom  of  the  mountain  people  (William  Tell);  the  beauty 
of  mountain  scenery. 

Fourth   Month. 

Winter. — Notice  the  provision  all  nature  has  made  for  winter — 
a  change  of  season.  The  broad  leaved  trees  have  lost  their  leaves; 
bulbous  plants,  like  the  onion  are  dead  at  top,  but  the  bulb  is  all 
ready  for  next  year;  the  cord  is  dead,  but  next  year's  seed  is  ripe 
on  the  ear.  The  cattle  and  horses  have  grown  thick  coats  of  hair; 
the  squirrels  have  gathered  a  store  of  nuts;  the  frogs  and  snakes 
have  crept  away  in  moist  nooks  to  sleep  (hibernate)  till  next  spring; 
the  birds  are  going,  or  have  gone  south;  why?  the  farmer  has  made 
provision  for  the  winter's  cold  in  getting  wood  or  coal  for  the  stoves. 

Continued  Work. — Make  occasional  weather  observations,  as  in 
the  first  month,  and  continue  the  record.  After  a  south  wind  has 
been  blowing  for  a  time,  notice  how  the  weather  changes,  in  tem- 
perature, in  moisture,  sky  clear  or  cloudy,  or  rain.  Make  the  same 
observations  for  a  north  wind. 

103 


Winter  Solstice. — On  December  22nd,  or  a  day  or  so  before  or 
after,  as  you  may  catch  a  clear  day,  make  careful  observations  of 
the  time  between  sunrise  and  sunset,  on  the  length  of  the  shadow 
of  the  vertical  yard-stick  at  noon,  on  the  apparent  path  of  the  sun 
through  the  sky,  and  place  of  setting.  Make  a  mark  on  the  east  or 
west  wall  of  a  building  at  noon,  which  will  show  the  direction  of 
the  sun's  rays.  Study  the  past  record  of  the  decrease  in  the  length 
of  the  day,  and  of  the  increase  in  the  length  of  the  shadow  at  noon 
(sun  now  low  in  the  noon  sky),  and  bring  out  the  meaning  of  solstice. 

Health. — Study  of  Bones.  Cigarettes  and  Alcohol.  Teach  that 
these  things  ruin  health  and  morals. 

Human  Types. — Study  the  Eskimo;  the  life  in  the  extreme  cold, 
where  the  flesh  of  animals  is  the  only  food  and  fur  the  only  clothing, 
and  hunting  and  fishing  the  only  industry;  where  the  house  is  made 
of  blocks  of  snow  or  ice;  where  the  dog  is  the  only  domestic  animal, 
and  is  trained  to  draw  the  sledge;  and  where  the  winter  is  dark  as 
well  as  cold. 

Study  the  Lapp;  living  in  the  cold,  but  on  the  land  (not  on  the 
sea  like  the  Eskimo);  hence  having  permanent  houses;  the  reindeer, 
the  domestic  animal,  living  on  moss,  which  it  may  have  to  dig  out  of 
the  snow  with  hoof  and  horns;  furnishing  milk  and  meat  and  skins 
for  clothing,  or  drawing  the  sledge  for  his  master. 

Fifth  Month. 

The  Frost. — Make  a  study  of  frost  and  its  work.  Note  the  tem- 
perature at  which  water  freezes;  whether  the  water  freezes  first  at 
bottom  or  top?  Why?  Whether  water  or  ice  is  heavier;  why?  Why 
the  pitcher  or  pipe  will  burst  if  the  water  freezes  in  it;  how  the  ice 
forms  in  needles  on  the  pond,  or  flowers  on  the  window,  or  crystals 
in  the  air;  why  the  ground  freezes  hard  in  the  beaten  path,  but  no 
under  the  snow-filled  stubble;  that  the  bare  ground  if  frozen  deep 
will  crack  open  in  long  seams;  why?  Try  to  studdy  out  what  effect 
the  freezing  and  thawing  will  have  on  the  soil;  notice  it  particularly 
on  a  hillside  or  creek  bank. 

The  Heavens. — Begin  the  study  of  stars  and  planets;  notice  that 
some  of  the  brighter  stars  do  not  twinkle  (the  planets).  Pick  out  a 
very  bright  star  in  the  early  evening,  near  the  western  horizon,  and 
notice  it  at  intervals  for  an  hour  or  two  to  see  what  becomes  of  it. 
(Stars  set  just  like  the  sun).  Watch  another  bright  star  near  the 
eastern  horizon  in  early  evening  and  for  an  hour  or  so  after  (stars 
rise  just  like  the  sun);  try  to  watch  what  paths  the  stars  seem  to 
follow  through  the  sky  and  compare  with  the  path  of  the  sun;  try 
to  learn  to  recognize  the  planets  Jupiter,  Mars  and  Venus  during  the 
year. 

Continued  Work. — a.  Occasional  weather  observations  each  week 
recorded  as  before. 

104 


b.  Observations  on  the  sun  as  before;  the  significance  of  the 
fact  that  the  shadow  is  growing  shorter  (sun  rising  higher  in  the  sky 
each  day,  hence  stronger  heating  power). 

Health. — The  Muscles.     Grain  and  Beer. 

Human  Types. — Study  the  Dutch.  Living  on  a  very  flat  land, 
where  they  have  to  drain  the  land  by  pumping  out  the  water  by 
windmills.  Hence  a  land  full  of  rivers  and  canals,  and  with  boats  in 
summer  and  skates  and  sleds  in  winter.  A  land  of  grass  and  hay, 
hence  a  land  in  which  cattle  are  of  great  value. 

Sixth  Month. 

Snow  and  Ice. — Make  a  study  of  snow  and  ice.  Notice  that  the 
snow  when  it  first  falls  is  white  and  fiuffy,  but  under  the  feet  on 
the  walk  it  packs  down  and  becomes  solid  ice  of  a  bluish  color; 
notice  that  a  leaf  or  a  bit  of  dust  on  the  snow  will  sink  into  the  snow 
or  solid  ice  when  the  brisjht  sun  is  melting  the  snow;  but  the  purest, 
whitest  snow  melts  the  slowest.  Support  a  block  of  ice  between  two 
chairs  or  boxes  in  a  warm  room;  put  a  loop  of  broom  wire  around 
the  ice  and  hang  a  ten-pound  weight  (say  a  bucket  of  water)  to  the 
loop;  watch  the  wire  cut  through  the  ice;  the  ice  melts  in  front  of 
the  wire,  the  water  flows  round  behind  the  wire  and  freezes  solid 
again.  Watch  the  roofs  after  a  heavy  snowfall  for  "avalanches." 
Watch  the  formation  of  icicles  and  explain. 

Continued  Work. — ^a.  Occasional  weather  observations  and  the 
record  continued  as  before. 

b.     Observations  on  the  sun  and  additions  to  the  record  as  before. 

The  Heavens. — Begin  a  study  of  the  constellations;  learn  to  find 
the  North  Star  by  means  of  the  "pointers"  in  the  Big  Dipper  at  early 
evening;  be  very  careful  to  note  its  change  in  position  occasionally 
for  three  or  four  hours  after,  if  possible;  notice  its  position  in  early 
morning  before  the  sun  has  risen;  determine  its  path  through  the 
twenty-four  hours,  and  its  relation  to  the  Pole  Star  (North  Star) 
during  all  this  time;  account  for  its  apparent  motion.  The  teacher 
may  tell  the  myths  which  have  attached  themselves  to  this  constella- 
tion, and  some  of  its  other  names,  as  Great  Bear  and  Charles'  Wain. 

Health. — Skin  and   Cleanliness.     Teach  that  dirt  causes   disease. 

Human  Types. — The  teacher  should  read  and  tell  about  the  Japanese 
and  Chinese;  the  one-story  houses,  with  curious  roofs,  the  peculiar 
pagodas,  the  flowing  dress,  the  Chinese  practice  of  distorting  the 
women's  feet,  of  wearing  long  queues,  of  eating  with  chopsticks,  and 
of  the  curious  ways  of  writing  and  printing.  Of  the  beautiful  things 
in  silks,  and  bronzes,  and  pottery,  and  wood  which  the  people  make. 

SUGGESTIONS  AND  DIRECTIONS. 

1.  The  Third  Year  Course  and  the  Fourth  Year  Course  in  these 
subjects  really  constitute  only  one  course  and  this  combined  course 
should  be  presented  each  year.  No  class  can  master  this  course;  it  Is 
not  expected  that  any  class  do  so.    A  study  of  the  two  courses  re- 

105 


veals  that  the  combined  course  is  made  of  each  month  of  the  follow- 
ing kinds  of  lessons,  e.  g.:  First  Month — The  Rain,  the  Weather,  the 
Sun,  a  Human  Type,  Health  and  a  study  of  Flowers.  That  is,  each 
month  d  study  is  to  be  made  of  some  phase  of  the  weather,  a  study  of 
inorganic  nature,  a  study  of  the  heavens,  a  study  of  some  human  type, 
a  study  of  health,  and  a  study  of  animals  and  plants,  or  organic  nature 
— six  kinds  of  lessons. 

2.  In  addition  to  the  foregoing,  the  class  should  make  a  close 
study  of  some  farm,  the  school  district,  and  the  local  community  as 
is  set  forth  under  the  suggestions  for  Seventh  Grade  Geography.  See 
these  suggestions. 

3.  Maps  of  the  school  room  and  yard,  the  farm  studied,  the 
school  district  and  the  community  should  be  made. 

4.  Outline  maps  of  the  continents  may  be  made,  and  the  names 
of  the  principal  countries  located  upon  it,  as  the  children  study  the 
human  types,  and  the  origin  of  the  people  of  the  neighborhood.  Use 
wall  maps. 

5.  Teach  also  the  names  of  the  State  and  county,  and  the  names 
and  locations  of  the  capital  and  the  county  seat. 

6.  Have  a  production  map  made  of  the  county,  showing  roads, 
railroads  and  rivers. 

7.     GENERAL  EXERCISES. 

I.  Drawing. 

For  the  present  year  the  work  in  drawing  in  all  grades  will  be 
incidental.  It  should  be  taught  in  connection  with  all  other  subjects 
especially  to  illustrate  Geography,  Plant  Study,  Animal  Study,  and 
Anatomy.  Each  teacher  is  expected  to  give  necessary  training  in  this 
art.  No  study  can  be  more  enjoyable,  no  study  is  capaible  of  produc- 
ing more  successful  results. 

Drawing  is  a  form  of  expression,  like  language,  music,  etc.  The 
question  for  the  teacher  is  not  whether  the  child  is  making  pretty 
drawings,  but  whether  he  is  developing  his  power  to  see  accurately 
and  to  express  to  the  eye  what  he  sees.  No  other  subject  is  better 
suited  to  develop  the  power  of  observation  and  expression.  Draw- 
ing correlates  with  the  other  studies,  and  is  one  of  the  best  forms  oH 
seat  work. 

In  the  Reading  Lessons,  the  children  should  be  instructed  how 
to  illustrate  them  by  appropriate  drawings.  For  example,  in  the  Third 
Reader  lesson,  "Wild  Strawberries,"  encourage  the  children  to  draw 
ideal  pictures  of  the  images  suggested  by  the  different  paragraphs. 
The  writer  has  seen  this  lesson  so  well  expressed  by  a  series  of  pic- 
tures made  by  ten-year-old  boys  and  girls  that  he  had  no  trouble  in 
recalling  the  situation.     This  kind  of  exercise  arouses  the  imagina- 


106 


tion  and  develops  the  powfer  of  expression.     Again,  take  this  stanza 
from  an  old  familiar  poem, 

"He  charged  upon  a  flock  of  geese, 
And  put  them  all  to  flight. 
Except  one  sturdy  gander, 

That  thought  to  show  us  fight." 

Let  the  children  tell  this  story  in  pictures. 

Drawing  is  invaluable  in  the  work  in  Geography.  The  lessons  in 
home  geography  should  be  well  illustrated  by  accurate  drawings  of 
the  school  yard,  the  immediate  neighborhood,  etc. 

In  Arithmetic,  teach  the  children  to  draw  accurately  the  various 
forms,  such  as  the  triangle,  the  cone,  the  cylinder,  etc.;  in  Anatomy, 
drawings  of  the  heart,  the  lungs,  etc.,  should  be  made;  in  Agricul- 
ture, drawings  of  plants  at  various  stages  of  growth  should  be  made. 
In  short,  drawing  should  be  used  in  teaching  every  school  subject. 
The  best  drawing  should  be  kept  and  exhibited  at  the  close  of  school, 
or  sent  to  the  County  Superintendent,  whose  office  should  contain 
specimens  of  the  best  work  in  his  county. 

II.    Agriculture. 

1.  Farm  crops. 

a.  Corn — Fodder,  uses  of  stalks  and  shucks,  fertilizing. 

c.  Wheat — Protection  from  pests,  i.  e.,  rust,  army  worm,  etc. 

2.  Garden  and  orchard. 

a.  Grapes — Varieties,  uses,  pruning,  arbors. 

b.  Turnips — Preparation  of  soil,  sowing,  uses  of  leaves  and  root 
as  food,  storing  for  winter. 

3.  Domestic  animals. 

a.  Cow — Breeds,   difference    in    appearance    and   milk-producing 

power. 

b.  Horse — Breaking  and  training  for  work. 

c.  Hogs — Feeding  and  care. 

4.  Miscellaneous. 

a.  Farm  implements — Cultivator,  wheat  and  corn  drills. 

b.  Roads — Methods  of  building,  materials  used,  value  of  good  roads 

to  the  farm. 

III.     Nature  Study. 

1.    Animals. 

a.  Domestic — Rabbit. 

b.  Birds — Barn  swallow,  night  hawk,  whippoorwill,  chimney  swift, 

humming  bird,  cedar  bird,  phoebe,  chebec,  junco,    meadow 
lark. 


107 


c.  Frogs — Leopard  frog. 

d.  Fishes — Pickerel,  pike. 

e.  Insects — Mourning  cloak,  imperial  moth,  meal  worm,  rose  bee- 

tle, asparagus  beetle,  clothes  moth,  water  hugs,  strawberry- 
insects,  damsel  fly,  dragon  fly. 

f.  Miscellaneous — Squirrel,  chipmunk. 

2.  Plants. 

a.  Wild  flowers — Bur  marigold,  cinquefoil,  iSolomon's  seal,  hepatica 

chickweed,  lambkill,  bellwort,  bittersweet,  wild  carrot, 
lb.  Garden — Beets,  asparagus. 

c.  Fruit — Strawberry,  raspberry,  blackberry. 

d.  Trees — Hard  maple,  horse-chestnut,  hickory. 

e.  Flowerless  plants — Lichens,  algae. 

3.  General. 

a.  Rain — Benefits,  how  precipitated,  floods,  overflows  and  causes. 

b.  Clouds,  mist,  fog— What,  how  formed,  etc. 

IV.     Household   Arts. 

1.  The     living     room — Pictures,  curtains,  furniture,  floors  and  floor 

covering,  wall  decorations,  v/all  paper,  cleaning. 

2.  Food. 

a.  Corn — Uses  as  food,  methods  of  preparation  and  cooking. 

b.  Wheat — Same  as  above. 

c.  Popcorn — F'ood  value,  methods  of  popping,  why  it  pops. 

3.  First  aid  to  the  injured — What  to  do  in  case  of  cuts,  scratches, 

burns,  bruises,  nosebleed,  nails  stuck  in  feet,  frostbite. 

4.  Heating  of  house — Proper  tempi«»!ure,  reading  of  thermometer  on 

floor,  near  ceiling,  near  heat  supply,  near  window;  most  healthful 
methods  of  heating. 
&.     Clothing:      Cotton — Where    grown,    cultivation,    preparations    for 
market,   manufacturing  processes,   kind   of   clothing   made   from, 
thread. 

SUGGESTIONS  AND   DIRECTIONS. 

1.  See  the  suggestions  for  the  First  Grade. 

2.  It  will  be  noted  that  Nature  Study  appears  twice  in  this  course. 
The  selections  made  by  the  teacher  from  the  course  in  "Home  Ge- 
ography and  Nature  Study"  are  to  be  recited  during  the  period  set 
apart  on  the  program  for  Third  Grade  Science  at  3  o'clock  p.  m.  The 
selections  he  makes  from  Nature  Study  under  the  heading  of  Gen- 
eral Exercises  will  form  the  basis  of  language  lessons  under  the  title 
"Conversation  Lessons."  Again,  the  Nature  Study  work  as  first  men- 
tioned above  is  a  kind  of  abridgement  of  the  entire  eight  years'  work, 
and  is  intended  to  give  the  children  a  kind  of  general  notion  of  the 
whole  course,  while  the  Nature  Study  work  as  last  mentioned  above, 
is  one  step  in  the  work  arranged  by  grades  to  avoid  repetition. 

3.  These  suggestions  apply  to  the  Fourth  Grade  as  well  as  to 
the  Third. 

108 


FOUETH  YEAR 


TEXT-BOOKS. 

STATE  ADOPTION. — Third  Reader;  Pronouncing  Speller;  Ele- 
mentary Steps  in  English,  Part  Two;  Intellectual  Arithmetic;  Copy 
Book  No.  2. 

SUPPLEMENTARY  BOOKS  (Suggested).— Jones'  Fourth  Read- 
er; Stepping  Stones,  No.  4;  Brooks'  Reading  by  Grades,  IV;  Lights  to 
Literature,  Book  III;  Baldwin's  Reading  by  Grades,  III;  Cyr's  Read- 
ing by  Grades,  IV;  Stories  of  American  Life  and  Adventure;  Old 
Greek  Stories;  Black  Beauty;  Stories  Mother  Nature  Told;  Children 
of  the  Palm  Lands;  Friends  and  Helpers;  and  The  Page  Story  Book. 

ALTERNATIONS  AND  CORRELATIONS. 

1.  Teach  the  Fourth  Grade  Course  in  Reading  during  1912-13  and 
1914-15,  reviewing  the  Third  Grade  Course  as  far  as  time  will  allow. 

2.  Correlate  Writing  with  Language  Lessons. 

3.  Spelling  should  be  alternated  -from  year  to  year.  Teach  the 
Fourth  Grade  Course  in  1912-13  and  1914-15.  Correlate  the  "difficult 
words"  with  the  lessons  from  which  they  are  taken;  the  n.ames,  word- 
building  and  unclassified  lists  with  Language;  the  homophones,  syn- 
onyms, and  antonyms  with  Reading. 

4.  Teach  the  Fourth  Grade  Course  in  Language  in  1912-13  and 
1914-15,  alternating  with  Third  Grade  Course  from  year  to  year. 

5.  The  Arithmetic  Class  in  Fourth  Grade  Course  will  be  taught 
at  the  same  time  as  the  Third  Grade  Class,  but  the  work  of  the  classes 
will  be  kept  distinct. 

6.  Alternate  Home  Geography  with  Health  Lessons  and  Nature 
Study  from  day  to  day,  i?iving  about  equal  time  to  each  subject.  The 
courses  in  Home  Geography,  Health,  and  Nature  Study  are  excep- 
tions to  the  general  rule  of  alternating  by  years.  The  children  of  the 
Third  and  Fourth  Grades  constitute  one  class  in  these  subjects  and  the 
course  in  the  Third  Grade  and  the  course  In  the  Fourth  Grade  make 
one  course  in  these  three  subjects.  See  suggestions  at  the  close  of 
the  Third  Year  Course  in  these  branches. 

SYNOPSIS  OF  FOURTH  YEAR  COURSE. 

1.  Reading:     The  Third  Reader  and  Supplementary  Lessons. 

2.  Writing:     Copy  Book  No.  2.     Drill  Exercises. 

8.    Speller:     The  Speller  as  outlined.     Supplementary  Lists. 

4.    Language:    Steps  in  English,  Part  Two,  as  outlined  In  the  Course. 

109 


i.  Arithmetie:  Text  as  outlined;  Numbers  with  combinations  to 
144,  reading  and  writing  numbers  to  1,000;  Fractions  to  twelfths; 
Intellectual  completed  to  Lesson  28. 

6.  Home  Geography  and  Nature  Study. 

7.  General  Exercises:  Singing,  Drawing,  Handwork,  Agriculture  and 
Household  Arts. 

COURSE  OUTLINED  BY  THE  MONTH. 

FOURTH    GRADE    READING. 

First  Month. 

Waves,  3;  The  Golden  Eagle,  3;  The  Chickadee,  2;  The  Snow 
Birds'  Song,  2;  Which  was  the  Wiser?,  3;  from  Language  Lessons 
Part  Three,  the  Eider  Duck  and  Henry's  Father. 

Second   Month. 

What  Would  You  Do?  1;  The  Little  Loaf,  3;  Trustworthy  and 
True,  3;  Hassan  and  His  Horse,  3;  The  Night  Before  Christmas,  3; 
from  Language  Lessons  Part  Three,  Alexander  and  Bucephalus,  and 
My  Old  Kentucky  Home,  1. 

Third  Month. 

True  Courage,  2;  Try,  Try  Again,  1;  Our  Native  Land,  1;  The 
Contented  Boy,  3;  The  Race  of  the  Winds,  4;  Little  Gustava,  2;  from 
Language  Lessons  Part  Three,  Then  and  Now,  1;  A  Life  Lesson,  1; 
and  Bivouac  of  the  Dead,  1. 

Fourth    Month. 

The  Blackbirds,  3;  The  Brown  Thrush,  1;  The  Declaration  of  In- 
dependence, 2;  America,  2;  The  Lamb  and  the  Wild  Beasts,  2;  The 
Big  Foot,  3;  from  Language  Lessons  Part  Three,  Valley  Forge,  1,  and 
Nathan  Hale,  1. 

Fifth  Month. 

Little  Brown  Hands,  3;  The  Best  Recommendation,  2;  Tomorrow, 
2;  The  Hero  of  Haarlam,  4;  From  Language  Lessons  Part  Three,  Sup- 
posed Speech  of  an  Indian  Chief,  1;  The  Flag  Goes  By,  1;  Lexington. 
1;  and  Boone's  Escape,  1. 

Sixth  Month. 

Philemon  and  Bancis,  4;  The  Humming  Bird  Moth,  3;  We  Are 
Seven,  3;  Black  Beauty,  5;  from  Language  Lessons  Part  Three,  Andre 
to  Washington,  and  The  Four  Sunbeams. 

110 


GENERAL  DIRECTIONS  AND  SUGGESTIONS. 

1— READING. 

1.  In  crowded  schools  the  Third  and  Fourth  year  classes  in  read- 
ing may  be  alternated. 

2.  For  suggestions  as  to  Third  and  Lourth  year  courses,  see  di- 
rections for  Third  Rear  Course. 

3.  McGuffey's  Third  Reader  is  a  real  jewel  box  of  good  and 
beautiful  thought.  Such  lessons  as  Wild  Strawberries,  True  Dun- 
can, The  Echo,  Stick  to  Your  Bush,  if  properly  taught,  will  make  a 
good  and  lasting  impression  upon  the  life  and  character  of  the  chil- 
dren. No  boy  or  girl  can  rightly  read  this  book  without  becoming  a 
better  child.  Much  material  for  the  lessons  in  morals  and  manners 
can  be  found  in  the  Third  Reader. 

Do  you  want  to  teach  kindness  to  animals?  Read  "Black  Beauty" 
or  "Little  Gustava."  Would  you  teach  honesty?  Read  the  story  of 
the  "Little  Loaf." 

2— WRITING. 

See  Directions  and  Suggestions  for  Third  Year  Course. 

The  Third  and  Fourth  Year  classes  should  he  taught  together. 

3— SPELLING  AND  WORD  STUDY. 
First  Month. 

1.  Spell  and  pronounce  the  difficult  words  of  the    lessons    of    the 
month.    Do  not  fail  to  do  this  every  month. 

2.  Spell  the  names  of  trees  of  the  neighborhood— (Lesson  90. 

3.  Homophones:  write  words  of  Lesson  189, 

4.  Synonyms  of  result,  release,  sheaf,  sire,  seem,  spring,  sign,  skip, 
search,  sear. 

5.  Antonyms  of  rich,  rare,  straight,  simple,  smile. 

6.  Word-building — lists  of  words  to  which  dom  can  be  suffixed — ^Les- 
son 40,  Part  Two. 

7.  Lessons  66,  68,  70,  72  and  73,  Part  One  Adopted  Speller  for  mis- 

cellaneous or  unclassified  work  in  spelling. 

Second  Month. 

1.  Spell  and  pronounce  the  difficult  words  of  the  lessons    of    the 
month. 

2.  spell  the  names  of  insects  in  Lesson  111. 

3.  Homophones:   write  words  of  Lesson  194. 

4.  Synonyms  of  shun,  silent,  strife,  twig,  trite,  tact,  trade,  tarry, 
uproar,  vend. 

5.  Antonyms  of  sharp,  saint,  tight,  tough,  thin. 

6.  Word^building — lists  of  words  to  which  ful  can  be  suffixed.-H=-Les- 

son  28,  Part  Two. 

7.  Lessons  75,  77,  79,  80  and  82. 

Ill 


Third  Month. 

1.  'Spell  and  pronoune«  the  Oifficult  words  of  the    lessons    of    tli« 

month. 

2.  Spell  the  names  of  trades  and  occupations  of  the  neighborhood 
— Lesson  119. 

3.  Homophones:  words  of  Lesson  199. 

4.  Synonyms  of  aid,  abide,  alike,  argue,  ample,  barge,  blink,  brag, 
bard,  blind. 

5.  Antonyms  of  above,  best,  break,  cool,  cry. 

6.  Word-building— lists   to  which   en   can    be     suffixed.— -Lesson    33, 
Part  Two. 

7.  Lessons  84,  86,  88  and  89. 

Fourth  Month. 

1.  Spell  and  pronounce  all  difficult  words  of  the  lessons  of  the  month. 

2.  Spell  the  names  of  farm  products— Lesson  122,  Part  One. 

3.  Hcmophones:  words  of  Lesson  202. 

4.  Synonyms  of  break,  build,  bent,  crawl,  cleave,  cost,  climb,  curve, 
cheer,  chasm. 

5.  Antonyms  of  careful,  dry,  day,  dwarf,  even. 

6.  Wordnbuilding — lists  to  which  ness  can  be  suffixed.  Lesson  215. 

7.  Lessons  92,  94,  95,  96. 

Fifth  Month. 

1.  iSpell  and  pronounce  the  difficult   words  in  the  lessons     of    the 
month. 

2.  Spell  the  names  of  garden  products. — ^Lesson  126  as  supplemen- 
tary to  the  teacher's  list. 

3.  Homophones:  words  of  Lesson  203. 

4.  Synonyms  of  dig,   ditch,   dell,   drear,   enlarge,   error,  fang,    fight, 
fright,  finish. 

5.  Antonyms  of  frigid,  feast,  first,  fat,  full. 

6.  Word-building — lists  to  which   ly  can  be     suffixed.— Lesson     33, 

Part  Two. 

7.  Lessons  98,  100,  102,  103  and  105. 

Sixth  Month. 

i.    Pronounce   and   spell  the  difficult   words   of  the   lessons   of  the 
month. 

2.  Spell  the  names  of  trades  and  occupations  of  the  vicinity.     Sup- 
plement with  Lesson  128. 

3.  Homophones  in  Lesson  206. 

4.  Synonyms  of  gait,  glen,  gape,  growl,  green,  groove,  grand,  gleau, 
heed,  hide. 

5.  Antonyms  of  give,  glossy,  hard,  idle.  Include. 

•.    Word-building — lists  to  which  in,   il,   ir,  ca^  be    prefixed.       Lei- 

?5on  89,  Part  Two. 
7.    I>?WK«^  lOT,  im,  lit  11)4  lis. 

112 


SUGGESTIONS  AND   DIRECTIONS. 

The  Third  and  Fourth  year  courses  may  be  alternated  from  year 
to  year. 

The  diflacult  words  of  the  lessons  of  the  month  should  he  pro- 
nounced, spelled  and  defined  in  correlation  with  the  lesson  from 
which  they  are  taken.  The  teacher  should  keep  these  lists  to  he  in- 
spected by  the  Superintendent. 

The  Homophones,  Synonyms  and  Antonyms  should  be  taught  in 
connection  with  the  Language  Lessons. 

The  spelling  of  names,  the  word-building  and  the  miscellaneous 
lessons  in  spelling  may  be  taught  in  connection  with  the  reading  les- 
son. Not  more  than  one-third  of  the  combined  spelling-reading  period 
should  be  devoted  to  word-study. 

Both  the  oral  and  the  written  methods  of  studying  and  reciting 
spelling  should  be  employed.  In  assigning  a  spelling  lesson,  the 
teacher  should  call  attention  to  the  words  or  syllables  that  may  give 

,j       u.       I:'  :i  _i;._ 
4— LANGUAGE. 

First  Month. 

1.  Composition:  The  Rabbit.  The  Squirrel. 

2.  Picture  Lessons:  His  First  Ride.  The  Soldier  Boys. 

3.  iStory  and  Poem:  Grace  Darling.  The  Arrow  and  the  Song. 

4.  Dictation:   Dictate  a  selection  of  a  reading  lesson. 

5.  Punctuation:  The  comma  following  name  addressed, 

6.  Letter:  See  Section  38  of  the  text-book. 

7.  Use  of  funny  and  queer,  guess  and  think. 

8.  Grammar:   The  Subject  and  the  Predicate.    Is  and     Are.  Simple 
and  modified  subject.  Analysis.  Forms  of  the  subject,  phrases. 

9.  Special  Poem:  September. — Helen  Hunt  Jackson. 

10.  Picture:   Spring. — Corot. 

11.  Morals:  Topics  of  first  month  in  second  year. 

Second  Month. 

1.  Compositions:   Grasses.  The  Hen. 

2.  Picture  Lessons:  Friends  or  Foes.  Summer  Time. 

3.  Story  and  Poem:  Bruce  and  the  Spider.  Night. 

4.  Dictation:  A  selection  from  a  reading  lesson. 

5.  Punctuation:   The  comma  in  compound  sentence. 

6.  A  Letter:  See  Section  39  of  the  text-book. 

7.  Use  of  come  and  came,  stay  and  stop. 

8.  Grammar:   Capital    Letters.    Forms  of    Subject.    The     Comma. 
Clauses. 

0.    Special  Poem:  October's  Bright-Blue  Weather.-HJackson. 
19.    Picture:  The  Lake.— Corot. 
11.    Morals:   Topics  of  second  month  of  second  year. 

113 


Third  Month. 

1.  Compositions:  The  Ducli.  The  Sheep. 

2.  Picture  Lessons:  A  Birthday  Gift.  Off  for  America. 

3.  iStory  and  Poem:  Arnold  Winkeried,  God's  Will. 

4.  Dictation:  A  poem  that  has  been  read. 

5.  Punctuation:  The  comma  in  a  series. 

6.  A  Letter:   See  'Section  39  of  the  text-book. 

7.  Use  of  in  and  into. 

8.  Grammar:   The  Apostrophe,  Supplying  Subjects,  Imperative  and 
Interrogative  sentences. 

9.  Special  Poem:   Down  to  Sleep. — Helen  Hunt  Jackson. 

10.  Picture:   Road  Through  the  Woods. — Corot. 

11.  Morals:  See  topics  for  third  month  of  second  year. 

Fourth  iVIonth. 

1.  Compositions:    Swimming  and  Wading.  The  Rose. 

2.  Picture  Lessons:  The  Music  Lesson.    The  Toy  Book. 

3.  Story   and   Poem:    The   Brave   Three   Hundred.     The   Captain's 
Daughter. 

4.  Dictation:  A  poem  that  has  been  read. 

5.  Punctuation:   The  comma  in  the  dictation  exercise. 

6.  A  Letter:  See  Section  40  of  the  text-book. 

7.  Use  of  got  or  have  got  for  have. 

8.  Grammar:   The  word  there.  Predicate  modified  by  a  word. 

9.  Special  Poem:  November. — Alice  Gary. 

10.  Picture:   Orpheus  and  Eurydice. — ^^Corot. 

11.  Morals:   See  topics  for  fourth  month  of  second  year. 

Fifth  Month. 

1.  Compositions:   The  Garden.  The  Potato. 

2.  Picture  Lessons:  Naughty.  The  End  of  the  Day. 

3.  Story  and  Poem:  A  Rescue.  Gaelic  LullaTDy. 

4.  Dictation:  A  selection  for  a  reading  lesson. 

5.  Punctuation:  The  period  in  the  dictation  exercise. 

6.  A  Letter:  See  Section  40  of  the  text-book. 

7.  Use  of  O  and  Oh. 

8.  Grammar:  The  Predicate  modified  by  a  phrase. 

9.  Special  Poem:  Twenty-third  Psalm. — Bible. 

10.  Picture:   Dance  of  the  Nymphs. — Corot. 

11.  Morals:   See  topics  for  fifth  month  of  second  year. 

Sixth  Month. 

1.  Composition:  The  Flag.  Examination. 

2.  Picture  Lesson:  Lessons  in  Boat  Building. 

3.  iStory  and  Poem:  The  Eider  Duck:   the  Sand-piper. 

4.  Dictation:  A  Selection  from  the  reading  lesson. 

5.  Punctuation:  The  question  mark.    Use. 

6.  A  Letter:  See  Section  41  of  the  text-book. 

114 


7.  Use  of  is  and  are,  was  and  were. 

8.  Grammar:   Object  Complement.  Capitals. 

9.  Special  Poem:   Children's  Hour.— Longfellow. 

10.  Picture:    Landscape  with  Cottages.— Corot. 

11.  Morals:  See  topics  for  sixth  month  of  second  year. 

DIRECTIONS. 

1.  See  general  suggestions  for  Third  Year. 

2.  Alternation:    Fourth  year  language  should  be  taught  during  the 
school  year  1912-13;  third  year  language  during  the  year  1912. 

5— ARITHMETIC. 
First  Month. 

Text-book. — Multiplication,  Lessons  17  to  21  inclusive.  Division, 
Lessons  21  to  27  inclusive. 

Supplementary. — Give  short  daily  drills  upon  the  Primary  Num- 
ber Facts  taught  in  the  preceding  grades.  The  facts  of  the  Multiplica- 
tion and  Division  tables  should  be  illustrated  with  rectangles  in  which 
the  length  and  hreadth  are  given  to  find  the  area,  and  in  which  the 
area  and  one  side  are  given  to  find  the  other  side.  These  facts  may 
toe  illustrated  by  problems  like  the  following:  How  many  tobacco 
plaints  in  a  lot  if  there  are  9  rows  with  12  plants  in  a  row? 

Second  Month. 

Text-book  Work. — Let  the  central  thought  this  month  be  Reduc- 
tion or  the  process  of  making  unlike  units  alike.  Before  taking 
up  the  text-book,  give  problems  that  will  make  the  children  see  the 
necessity  of  such  a  process,  e.  g.:  What  will  2  quarts  and  1  pint  of 
molasses  cost  at  5  cents  a  pint?  Don't  explain.  Begin  the  text-hook 
work  with  lessons  on  Compound  Numbers  66,  67  and  68.  Follow  this 
work  up  with  lessons  in  Fractional  Units  24,  25,  26  and  27.  Teach 
with  objects  first;  use  divided  circles,  squares,  etc.  Never  forget 
that  the  idea,  the  image,  the  real  process  must  precede  the  symbol, 
the  figure  process. 

Supplementary  Work. — As  each  lesson  in  the  text  is  mastered,  it 
should  be  applied  to  the  affairs  of  home  life. 

Third  Month. 

Text-book  Work. — Addition,  or  the  process  of  uniting  numbers 
of  similar  units  into  a  common  sum,  is  the  leading  subject  for  this 
month.  Addition  of  integral  and  fractional  units,  like  and  unlike 
units  should  receive  attention.  Review  the  lessons  on  Addition  in  the 
text-book,  drilling  for  rapidity  and  accuracy.  Apply  addition  to  the 
problems  in  Lesson  37.  Teach  Lesson  38.  Apply  addition  to  Lessons 
56,  57,  58. 

Supp^iementary  Work. — The  teacher  and  students  should  hring 
in  numberless  problems  arising  out  of  the  home  life  of  the  children 
and  involving  the  principles  studied  during  the  month. 

115 


Fourth  Month. 

Text-book  Work.— For  this  month  Subtraction  is  the  principal 
theme.  Teach  the  suhtraction  of  integral  and  fractional  units;  like 
and  unlike  units.  Review  the  lessons  in  Subtraction  in  the  text  drill- 
ing for  accuracy  and  speed.  Teach  Lessons  39,  40  and  41. 

Supplementary  Work. — ^Continue  the  work  of  supplementing  the 
text-book  work  with  problems  arising  out  of  the  home  life  of  the  chil- 
dren. 

Fifth  Month. 

Text-book  Work. — Review  the  Multiplication  Table  and  the  text- 
book lessons  in  Multiplication.  Apply  multiplication  to  both  integral 
and  fractional  units.  Give  reviews  almost  daily  in  parts  of  preceding 
lessons  of  the  year.    Teach  Lessons  42,  44. 

Supplementary  Work. — Problems  arising  out  of  the  home  life  ol! 
the  children. 

Sixth  Month. 

Text-book  Work. — Partition  and  Division  are  the  subjects  of 
study.  Partition  is  a  process  of  separating  a  number  or  a  quantity 
into  equal  parts;  Division  is  a  process  of  measuring,  of  finding  how 
many  times  another  number  as  a  measure  is  contained  in  the  given 
number.  These  processes  are  not  the  same  and  should  not  be  con- 
fused with  each  other.  Find  1-3  of  $9  is  partition;  the  result  or  part 
is  $3.  How  often  are  $3  contained  in  $9  is  division;  the  result  is  3 
times.    Teach  Lessons  30  and  33. 

Supplementary  Work. — Teach  the  class  to  divide,  to  measure 
one  similar  fraction  by  another;  as  8-9ths  divided  by  2-9ths,  2-3ds 
divided  by  l-6th,  etc. 

SUGGESTIONS  AND    DIRECTIONS. 

1.  Text-Book.— iThe  intellectual  Arithmetic  should  be  completed 
to  Fractions;  the  lessons  in  fractions  involving  a  single  process,  that 
can  be  taught  objectively,  and  that  do  not  involve  smaller  fractions 
than  twelfths  should  be  taught;  and  the  lessons  69,  70  and  71  in  Com- 
pound Numbers  should  be  learned. 

2.  Method. — The  method  herein  suggested  continues  the  "spiral," 
not  however,  the  extreme  spiral.  The  class  should  be  held  to  one 
subject  until  it  is  learned.  The  numbers  from  81  to  144  are  to  be 
mastered  and  fractions  to  twelfth.  The  various  operations  with  these 
numbers  are  to  be  taught  and  their  applications  to  home  life. 

(a)  Operations. — The  various  operations  are  addition,  subtrac- 
tion, multiplication,  division,  partition  and  reduction.  These  opera- 
tions should  involve  both  integral  and  fractional  units.  There  is  no 
more  difficulty  in  operating  with  fractional  units  than  with  integral 
units  unless  the  method  makes  it  so.    But  the  child  must  know  the 

116 


unit  as  a  unit.  The  children  should  be  taught  to  add,  subtract,  multi- 
ply, and  divide,  using  integral  and  fractional  units  interchangeably. 
One  student  may  add  5  bu.,  6  bu.,  and  8  bu.;  another  5-12ths,  6-12ths, 
and  S-12ths.  Let  me  repeat  there  is  no  more  diflficulty  in  dividing 
9-12ths  by  3-12ths  than  in  dividing  9  apples  by  3  apples;  nor  in  find- 
ing one-third  of  9-12ths  than  in  finding  one-third  of  9  apples. 

The  students  should  be  taught  from  the  first  that  they  can  not 
add,  subtract,  multiply  and  divide  numbers  unless  they  express  units 
exactly  alike.  They  should  be  taught,  also,  from  the  start,  that  Re- 
duction is  the  way  or  process  of  making  unlike  units  alike.  After 
the  students  have  learned,  pints,  quarts,  and  gallons,  they  should  be 
challenged  with  such  questions  as:  how  many  pints  in  three  quarts 
and  two  pints?  how  often  are  two  quarts  contained  in  twelve  pints? 
etc.  Also  with  fractions:  how  many  sixths  can  be  made  of  one  half 
and  two-thirds? 

Concentration  is  the  very  soul  of  good  teaching,  therefore,  when 
the  class  takes  up  any  one  kind  of  operation,  it  should  stick  to  that 
operation  until  it  Is  thoroughly  learned.  That  is  the  class  should  not 
study  addition  one  day  and  subtraction  the  next,  and  so  on;  but  it 
should  stick  to  addition  until  the  desired  impression  is  made.  The 
teacher  should  not  forget  that  there  is  a  time  element  in  learning. 

Note. — The  Third  and  Fourth  grades  are  taught  together  in 
Arithmetic,  but  from  the  very  nature  of  the  case,  the  courses  are 
kept  distinct  from  each  other:  i.  e.  they  are  not  alternated. 

6— HOME  GEOGRAPHY   AND   NATURE   STUDY— ANIMATE. 
For  Third  and  Fourth  Grades. 

No  work  in  Nature  Study  should  be  undertaken  without  a  clear 
conception  on  the  part  of  the  teacher  of  the  motive  or  purpose  of 
teaching  it.  There  is  nothing  more  fascinating  to  the  child  than  a 
broad  view  of  nature,  but  the  work  must  not  be  deep  for  the  younger 
pupils.  The  young  child  soon  tires  of  "drudgery"  and  too  much 
routine. 

The  place  to  study  a  few  types  and  to  study  them  thoroughly 
is  in  college.  The  duty  of  an  elementary  school  is  to  give  a  broad 
view  of  all  parts  and  to  create  and  maintain  the  pupil's  interest  by 
gradual  development  and  then  will  follow  the  desire  for  a  more 
thorough  knowledge,  while  the  habit  of  observing  correctly  will  have 
been  acquired. 

Do  not  tell  the  child  facts  that  he  can  find  out  for  himself. 
Question  him  in  such  a  way  as  to  cause  him  to  observe  the  facts  and 
then  let  him  describe  what  he  sees.  If  one  question  does  not  lead 
him  to  observe  all  the  facts,  then  ask  other  questions  until  the 
child  observes  all  of  the  important  facts  to  be  learned.  See  that 
the  descriptions  are  given  in  good  English,  and  in  the  child's  own 
language.     Suggest  other  words  that  might  be  more  appropriate  in 

117 


the  description.  Induce  concise  and  clear  statements  in  methods  of 
expression.  When  conclusions  are  to  he  drawn,  see  that  they  are 
correctly  drawn. 

Do  not  make  the  mistake  of  attempting  to  go  heyond  the  power 
of  the  child  to  understand.  For  study,  use  those  things  which  are 
common  and  appeal  to  the  child  nature.  If  the  subject  is  flowers 
or  leaves,  let  the  child  observe  for  himself  as  he  sees  them  in  the 
fields  or  by  the  wayside  as  he  goes  to  and  from  school  and  then  let 
him  tell  you  what  he  sees.  Do  not  separate  the  flowers  or  leaves 
from  the  plants  themselves,  but  let  the  leaf  be  studied  as  a  part  of 
the  entire  plant,  and  so  let  him  come  to  see  how  the  one  differs  from 
the  other  and  the  use  which  the  part  serves  to  the  plant^ 

Do  not  go  too  rapidly.  One  question  will  suggest  another.  Carry 
the  studies  outlined  so  far  as  the  interest  of  the  pupil  is  sustained 
and  their  intellectual  development  enables  them  to  discover  facts  for 
themselves  under  your  guiding  and  stimulating  influences. 

It  will  be  well  to  take  up  the  matter  to  he  studied  in  the  follow- 
ing order: 

1.  Observation  and  oral  description.  That  is,  what  do  you  see, 
and  how  do  you  describe  it? 

2.  Make  an  outline  drawing  of  the  parts  and  of  the  object 
studied. 

3.  Write  a  composition  describing  what  you  have  seen. 

By  this  method  of  study  the  power  of  quick  observation  is  trained 
and  the  power  of  clear  and  concise  statements  of  facts  is  developed. 
In  making  the  drawings  the  pupil  acquires  skill  in  drawing  and  train- 
ing for  the  eye  and  hand.  In  composition  writing  he  completes  this 
study,  rounds  out  his  power  of  expression,  learns  correct  spelling, 
and  fixes  the  whole  permanently  in  his  mind. 

The  teacher  should  be  supplied  with  books  to  aid  and  serve  as 
guides  in  suggesting  questions  and  methods  of  study.  There  should 
also  be  a  good  library  of  literature  suitable  for  the  child  to  read  after 
the  subject  has  been  well  studied  from  the  object  itself.  The  value 
of  nature  study  does  not  depend  upon  the  ability  to  answer  a  long 
series  of  questions,  but  is  to  be  found  in  the  training  the  pupil  re- 
ceives, in  the  acquired  ability  to  observe  well,  reason  intelligently, 
and  above  all,  in  developing  a  love  for  Nature  herself. 

The  habit  of  observation  is  developed  by  seeing  and  describing 
the  most  common  things  and  those  with  which  we  are  most  familiar 
in  childhood.  The  man  or  woman  who  failed  to  acquire  the  habit  of 
observing  accurately  during  the  period  of  childhood  and  youth  is  but 
poorly  educated.  Nature  study,  when  properly  taught,  will  '''>  more 
to  develop  these  powers  than  any  other  known  study. 


118 


First  Month. 

Select  as  many  kinds  of  wild  and  cultivated  flowers  as  possible 
and  study  color.  Compare  color  of  leaves  and  of  grasses.  What  col- 
ored flowers  do  bees  and  butterflies  frequent  most  commonly?  What 
do  bees  and  butterflies  frequent  flowers  for?  How  do  they  get  the 
sweets  or  nectar?  Where  in  the  flowers  is  the  sweet  located? 
Where  do  these  insects  stay  at  night?  Put  a  few  of  the  large  green 
and  brown  worms,  also  caterpillars,  in  small  boxes  covered  with 
mosquito  netting.  Give  them  for  food  some  leaves  from  plants,  such 
as  they  were  found  on.  See  how  they  eat.  Watch  their  daily  change. 
(They  may  be  kept  until  spring  and  observed  in  coming  out  from  the 
winter  protection.) 

Health. — The  frame-work  of  the  body.  Shape  and  material  of 
bones.  Names  and  location  of  large  bones.  Health  of  bones. 

Second  Month. 

See  how  many  kinds  of  goldenrod  you  can  find.  How  do  they 
differ?  Where  do  goldenrods  grow?  Draw  outlines  of  flowers  and 
leaves  studied^     Other  flowers  treated  same  way. 

Describe  the  meadow  lark.  Its  size,  color  and  song.  What  is 
its  food?  Its  habits?  Is  it  a  bird  that  likes  to  make  its  home  about 
man?  In  same  manner  observe  the  robin.  Note  difference  and  re- 
semblances to  meadow  larks.  The  English  sparrow.  The  wood- 
pecker, the  hawk.  Can  you  distinguish  these  birds  by  appearance,  by 
song?    Make  outline  sketches  of  birds. 

(Drawings  should  be  made  as  a  part  of  every  study.) 

Health. — Foods,  'Sources,  Kinds,  Drinks 

Third  Month. 

What  animals  are  covered  with  hair?  What  ones  with  wool? 
What  ones  with  fur?  What  ones  with  feathers?  What  is  the  differ- 
ence between  hair,  fur,  and  wool?  Which  covering  is  for  protec- 
tion against  the  cold?  Which  against  the  rain?  How  does  the  hen 
differ  from  the  goose  in  this  respect?  In  what  way  does  the  foot  of 
the  cat  differ  from  that  of  a  dog?  Name  animals  having  feet  re- 
sembling the  cat,  the  dog.  Is  the  fox  most  like  a  cat  or  a  dog?  Why 
does  the  cat  have  short,  heavy  fore  legs  and  long  slender  hind  legs? 
How  do  the  legs  of  the  hound  differ  from  those  of  the  cat?  Why? 
Which  do  the  legs  of  the  rabbit  most  resemble,  dog  or  cat?  What 
are  the  advantages  to  him?  What  is  the  food  of  each  of  these  ani- 
mals?   Where  do  they  make  their  homes? 

Health. — >Digestion  and  Assimilation. 

Fourth  Month. 

What  class  of  wild  animals  remains  with  us?    Are  these  covered 

with  hair,  fur,  or  wool?    What  has  become  of  the  other  wild  animals? 

What  is  the  food  of  the  cat,  dog,  rabbit,  deer,  bear,   squirrel?     In 

making  a  jump  or  spring,  how  does  the  cat  differ  from  the  rabbit? 

119 


How  does  the  rabbit  run?  Note  some  of  tbe  other  animals  mentioned. 
What  is  a  beast  of  prey?  Note  the  difference  in  manner  of  taking 
food  by  the  cat,  dog,  horse,  cow,  sheep,  hen,  Wliich  use  their  paws 
or  feet  in  connection  with  eating,  and  how?  Which  make  use  of 
their  lips  in  eating?  Notice  difference  in  use  of  jaw,  tongue  and  teeth, 
study  kinds  of  teeth  and  their  use.  Which  can  eat  the  shortest  pas- 
ture grass,  the  horse,  sheep,  or  cow,  and  why?  What  is  the  differ- 
ence between  a  cat's  tongue  and  that  of  a  dog?  What  is  the  advan- 
tage? In  what  respect  is  the  cow's  tongue  like  that  of  the  cat?  Why? 
Health. — Circulation  and  Respiration. 

Fifth  Month. 

Of  the  animals  remaining  with  us  during  the  winter,  name  the 
food  of  each.  What  animals  store  up  food?  What  kind  of  food  do 
they  store  up?  What  insects  store  up  winter  food  and  how  and 
where?  Have  the  other  animals  migrated  like  the  birds?  What  is 
hibernation?  Do  hibernating  animals  have  no  food  for  the  winter? 
What  is  the  difference  between  the  shape  of  the  teeth  of  the  cat, 
mouse,  cow,  sheep,  and  horse?  Which  animals  tear  their  food,  which 
grind,  which  gnaw?  How  many  kinds  of  teeth  have  you?  What  is 
the  use  of  each?  What  causes  toothache?  The  outside  of  the  teeth 
is  a  hard  enamel,  why?  Should  we  crack  nuts  with  our  teeth?  Why? 
Will  brushing  and  washing  teeth  prevent  their  decay?  Why?  When 
should  they  be  brushed  and  how? 

Health. — Muscles.     Exercise.     The  Skin. 

Sixth  Month.     . 

What  use  is  made  of  fur,  wool,  hair,  feathers,  and  skins?  Where 
does  cotton  for  cloth  come  from?  From  what  is  linen  made?  Study 
the  fibers  in  flax.  Why  do  we  wear  woolen  in  winter  and  cotton 
in  summer?  Why  is  fur  worn  about  the  hands  and  neck?  Why  do 
we  wear  light  colors  in  summer  and  dark  or  black  for  winter?  We 
put  on  heavy  clothing  for  winter  wear.  Do  animals  and  birds  make 
any  such  change?  How?  How  do  birds  differ  from  other  animals? 
How  do  land  birds  and  water  birds  differ?  What  are  birds  of  prey? 
Name  some  birds  of  prey.  How  do  their  bills  differ  from  other  birds? 
Where  do  these  different  types  of  birds  stay,  and  what  is  their  food? 
Of  what  use  in  flying  is  the  tail?  What  is  the  difference  between 
down,  a  feather,  and  a  quill?  Are  feathers  waterproof?  How  are 
feathers  arranged  on  the  bird?  Why?  How  on  the  wing?  Why? 
How  on  the  tails?  Why?  How  do  the  feathers  of  swimming  birds, 
like  ducks  and  geese,  differ  from  those  of  the  hen  and  turkey? 

Health.— The  Brain  and  the  Nerves.     The  Senses. 

120 


Seventh  Month. 

Gather  some  twigs  from  different  kinds  of  trees.  Examine  ar- 
rangement of  the  buds.  Cut  the  twig  crosswise.  What  do  you  see? 
Descrihe  parts.  Is  there  any  sap  flowing?  Cut  the  twig  lengthwise 
and  note  parts  from  bark  to  center.  What  causes  the  circular  rings 
seen  in  cross  section?  How  does  the  pith  differ  from  rest  of  twig? 
Does  pith  extend  all  the  way  to  the  bud  at  the  end? 

Examine  pebbles.  What  causes  them  to  become  rounded?  Are 
they  all  alike  in  appearance?  In  color?  In  weight?  Why  are  the 
days  longer  now  than  in  December?  Why  is  it  warmer  in  the  spring 
than  in  December?  What  becomes  of  the  snow?  Watch  for  any  new 
birds  that  are  coming  back.     Keep  record.     Describe  habits. 

Eighth    Month. 

Once  a  week  examine  a  twig  from  some  tree  or  shrub  and  note 
changes;  see  where  the  new  leaves  come  out.  Describe  the  English 
sparrow,  meadow  lark,  robin,  and  blackbird  What  is  their  food? 
Where  do  the  young  plants  come  from  that  are  just  coming  out  of 
the  ground?     The  grass,  the  weeds? 

Watch  for  the  first  appearance  of  insects,  describe  each  kind, 
and  find  what  its  food  is. 

Ninth  Month. 

Where  do  the  following  birds  built  their  nests:  meadow  lark, 
blackbird,  robin,  sparrow,  etc.?  Of  what  do  they  build  their  nests? 
How  do  they  build  them?  Why  is  it  wrong  to  destroy  the  birds  and 
their  eggs?  Prom  some  pond  or  slough  gather  a  mass  of  frogs'  eggs 
and  place  in  large  jar  or  pail  and  watch  for  the  young  to  hatch. 

Why  do  horses  and  cattle  shed  their  hair  in  the  spring?  Do  but- 
terflies, moths,  etc.,  shed  their  winter  coats?    How?    Why? 

What  change  does  man  make? 

Study  leaves,  their  growth,  shape,  markings,  change  in  color,  etc. 
What  are  leaves  for?  Watch  the  development  of  flowers,  their  color, 
perfume,  etc. 

BOOKS  FOR  PUPILS  AND  TEACHERS  IN  NATURE  STUDY. 

Nature  Study,  Jackman. 

All  the  Year  Round.  Strong, 

The  Farmstead,  Roberts. 

Out  Door  Studies,  Needham. 

Bird  World,  Stickney. 

Plants  and  Their  Children,  Mrs.  Dana. 

Nature-Study  for  Grammar  Schools.  Jackman^ 

Seed  Travelers,  Weed. 

Short  Stories  of  Our  Shy  Neighbors,  Mrs.  Kelly. 

121 


Botany  Readers,  Newell. 
The  Foods  of  Plants,  Laurie. 
Plant  World,  Bergen. 
Little  Flower  People,  Hale. 
Ants,  Bees,  and  Wasps,  Lubbock. 
A  Hand  Book  of  Nature  Study,  Lance. 
/Chemistry  of  Soils  and  Fertilizers    Snyder. 
Seed  Dispersal,  Beal. 
Stories  of  Insect  Life,  Weed. 
Seed  Babies;  Flowers  and  Their  Friends;    and    a    Few    Familiar 

Flowers,  Morley. 
Friends  and  Helpers,  Eddy.    < 
The  Fertility  of  the  Land,  Roberts, 
Way  of  Wood  Folk,  Long. 
Natural  History  Series,  Johonnot. 
Animal  Memoirs,  Lockwood. 
Home  Studies  in  Nature,  Treat. 
Elements  of  Botany,  Bergen. 
Nature  Study  in  the  Elementary  School,  Wilson. 
Nature  Study  and  Life,  Hodge. 

The  last  named  text  should  be  in  the  hands  of  every  teacher.    It 
sets  forth  the  things  best  worth  knowing  in  Nature  Study. 

7— GENERAL   EXERCISES. 
I.     Agriculture. 

1.  Farm  crops. 

Si    Corn — Preparation  of  soil,  plowing,  enriching. 

b.  Cotton — Uses  in  cloth,  thread,  rope,  etc.,  where  grown. 

c.  Tobacco — Cutting,  methods  of  curing,  stripping,  marketing. 

d.  Sorghum — Planting,  cultivation,  stripping  and  cutting. 

2.  Garden  and  orchard. 

a.  Cherry — Varieties,  uses  as  food,  canning,  bird  pests. 

b.  Cabbage — Sowing,   hotbeds,   transplanting,    cultivation,    storing 

for  winter,  uses  as  food. 

3.  Domestic  animals. 

a.  Hogs — Killing,  salting  and  curing  of  meat,  rendering  of  lard. 

b.  Sheep — Care,  feeding,  watering,  salting,  housing. 

4.  Miscellaneous. 

a.  Farm  implements — Binder,  mower,  hay  rake. 

b.  Ditches — Draining  of  swamps  and  sloughs,  on  hillsides  to  pre- 

vent erosion,  for  draining  around  house  and  barn. 

c.  Painting  and  whitewashing — Trees,  fences,  buildings  and  out- 

houses. 


122 


M.     Nature  Study. 

1.  Animals. 

a.  Domestic — Chicken,  turkey,  duck,  goose. 

b.  Birds — Catbird,  kingbird,  cowbird,  redstart,  flicker,  vesper  spar- 

row, browD  tlirasher,  wliite-breasted    nuthatch,     red-breasted 
nuthatch,  t^uail,  partridge,  prairie  chicken. 

c.  Frogs  and  salamanders — Green  frog,  spotted  salamander. 

d.  Fishes — Suckers^ 

e.  Insects— Codling  moth,  tent  caterpillar,    cankerworm,    red    ad- 

miral, appletree  borer,  fall  webworm,  apple-leaf  crumpler,  car- 
pet beetle,  white-marked  tussock  moth. 

f.  Miscellaneous — Spiders  and  harvestmen. 

2.  Plants. 

a.  Wild  flowers — Meadow  rue,  purple  aven,  Indian  pipe,  sundew, 

shad  bush,  saxifrage,  lady's  slipper,  blue-eyed  grass,  thorough- 
wort,  jack-in-the-pulpit,  corn  cockle. 

b.  Garden — Parsnips,  sage,  horseradish. 

c.  Fruit — ^Apple. 

d.  Trees — Butternut,  mulberry. 

e^  Flowerless  plants — mushrooms,  poisonous  amanitas. 

3.  General. 

Thunder,  lightning — How  caused,  relation  to  rain. 

III.     Household  Arts. 

1.  The  dining  room — Light,  location  in  house,  proper  furniture,  cur- 

tains, decoration,  plate  rail.  Table  service — Kind  of  table,  table 
linen,  decorations,  laying  of  silver,  placing  plates,  napkins, 
glasses. 

2.  Food.     Potatoes,  sweet  and  Irish — ^Varieties,  how   to  choose  and 

keep,  food  value,  preparation  for  food,  reasons  for  cooking, 
economy  in  paring. 

3.  Clothing.    Wool — ^Source  of  supply,  preparation  for  market,  manu- 

facturing processes,  kinds  of  wearing  apparel  made  from,  pro- 
tection from  moths,  laundering,  spinning,  weaving. 

4.  Sanitation  problems — How  the  family  disposes  of  its  wi  ^te,  cellar, 

sewerage,  garbage,  vents  for  gases,  disinfectants. 

5.  Water — Sources  of  supply,  uses,  hard  and  soft,  softening  of  hard 

water,  care  of  wells,  filtering  and  boiling  for  purifying,  use  of 
individual  drinking  cups,  windmills  and  private  water  systems. 


123 


FIFTH  YEAR. 


TEXT  BOOKS. 

STATE  ADOPTION— Fourth  Reader;  Pronouncing  Speller;  Ele- 
mentary Steps  in  English,  Part  Three;  Primary  Geography;  Intel- 
lectual Arithmetic  and  Elementary  Arithmetic;  Primary  History; 
Essentials  of  Health;  Writing  Book  No.  3. 

SUPPLEMENTARY  BOOKS  (suggested)— Jones'  Fifth  Reader; 
Stepping  Stones  No.  5;  Brook's  Reading  by  Grades,  V;  Lights  to  Lit- 
erature, IV;  Baldwin's  Reading  by  Grades,  IV;  Cyr's  Reading  by 
Grades,  V;  Beautiful  Joe;  Stories  of  Heroic  Deeds;  Ways  of  Wood- 
folks;  Our  Birds  and  Their  Nestlings;  Waste  Not,  Want  Not,  Stories; 
Alice  in  Wonderland;   Northern  Europe  (Youth's  Companion  Series). 

CORRELATIONS  AND  ALTERNATIONS. 

1.  Teach  the  Fifth  Grade  Course  during  the  school  years  1911-12 
and  1913-14,  omitting  entirely  the  Sixth  Grade  Course. 

2.  Alternate  the  Fourth  Reader  and  the  Primary  History,  using 
the  history  largely  as  a  reader. 

3.  Correlate  Writing  with  Language^ 

4.  Spelling  will  be  correlated  as  in  Sixth  Grade. 

5.  Alternate  Primary  Geography  and  Essentials  of  Health,  giving 
the  first  tw^o  weeks  of  each  month  to  Geography  and  the  last  two  weeks 
to  Physiology. 

6.  Correlate  the  General  Exercises  as  in  the  Sixth  Grade. 

7.  The  Fifth  Grade  students  and  the  Sixth  Grade  students  constl? 
tute  one  class,  the  Fourth  Class  of  the  school,  and  they  recite  the  same 
lessons. 

SYNOPSIS   OF   FIFTH   YEAR  COURSE. 

1.  Reading:     First  Thirty  Lessons  of  the  Fourth  Reader. 

2.  Writing:     Copy  Book  No.  3,     Drills. 

3.  Spelling:     The  Speller  as  outlined.     Supplementary  Lists. 

4.  Language:     Steps  in  English,  Part  Three  as  outlined  by  the  month. 

5.  Arithmetic:     Text  Books  completed  through  Compound  Numbers 

as  outlined  by  the  month. 

6.  Geography:     The  Text  Books  completed  through  the  Minor  Coun- 

tries of  North  America  as  outlined  by  the  month. 

7.  Physiology:    Text  completed  through  the  Lymphatics. 

8.  History:     The  Text  Book  through  the  Inter-Colonial  Wars. 

9.  General  Exercises:     Singing,  Drawing,  Hand-work,  Agriculture,  and 

Household  Arts. 

124 


THE  COURSE  OUTLINED  BY  THE   MONTH. 

READING   AND   LITERATURE. 

First  Month. 

Prose:  Young  Benjamin  Franklin,  A  Hard  Word,  and  The  Jour- 
ney of  Life. 

Poetry:     A  Song,  and  What  I  Live  For. 

Second  Month. 

Prose:     True  Manliness,  A  Boy  on  a  Farm,  and  The  Eagle. 
Poetry:     Try  Again,  and  The  Miller  of  Dee. 

Third  Month. 

Prose:  The  Old  Eagle  Tree,  A  New  Kind  of  Fun,  and  Two  Ways 
of  Telling  a  Story. 

Poetry:    Meddlesome  Mattie,  and  The  Blind  Men  and  the  Elephant. 

Fourth  Month, 

Prose:     Harry's  Riches,  Watska,  and  Harry  and  His  Dog. 
Poetry:    A  Happy  New  Year,  and  Jeanette  and  Joe. 

Fifth  Month. 

Prose:  If  I  Were  a  Boy,  The  Right  Way,  and  An  Adventure  with 
Wolves. 

Poetry:     Little  Boy  Blue,  and  The  Tempest. 

Sixth  Month. 

Prose:     The  Farmer  and  the  Fox,  and  At  Rugby  School. 
Poetry:    The  Old  Oaken  Bucket,  Hiawatha's  Childhood,  and  Some- 
body's Darling. 

SUGGESTIONS    FOR    FIFTH    AND   SIXTH     YEAR     READING    AND 

LITERATURE. 

1.  The  teacher  and  the  students  should  study  the  suggestions  in 
the  Elocutionary  Introduction  to  the  Fourth  Reader  and  follow  them. 

2.  Give  drills  upon  emphasis.  Inflection,  force  and  volume,  enun- 
ciation, accent  and  position.  Do  not  neglect  these  important  matters. 
Encourage  the  students  to  practice  at  home^  A  good  voice  and  a 
healthy,  graceful  body  are  invaluable  possessions. 

3.  The  words  defined  at  the  close  of  the  lessons  should  receive 
careful  attention  as  to  spelling  and  definition.  Teach  the  use  of  the 
dictionary.  The  '"Exercises"  at  the  close  of  some  lessons  are  in- 
tended to  suggest  the  exercises  that  the  teacher  should  plan  at  the 
close  of  every  lesson. 

125 


4.  The  habit  of  careful  reading  is  of  infinite  value,  while  careless 
reading  is  one  of  the  worst  mental  vices.  The  great  end  of  all  in- 
tellectual education  is  the  formation  of  right  mental  habits. 

5.  This  course  plans  for  a  definite  amount  of  reading  each  month 
in  Prose  and  Poetry.  The  students  are  to  learn  how  to  read  real 
masterpieces,  what  to  look  for  in  them,  how  to  appreciate  and  enjoy 
them.  The  untrained  teacher  will  do  well  to  follow  the  directions 
given  below: 

(1)  The  student  should  read  the  selection  from  beginning  to 
end  without  stopping  to  get  a  general  idea  of  it  and  to  enjoy  it. 

(2)  He  should  study  the  words,  the  sentences  and  paragraphs, 
the  stanzas,  and  the  larger  divisions  of  the  selection. 

(3)  He  should  look  up  carefully  all  allusions  historical,  geograph- 
ical or  otherwise. 

(4)  He  should  discover  and  explain  the  figures  of  speecfiT iTany, 

(5)  He  should  occasionally  have  his  attention  called  to  the  gram- 
mar of  a  sentence  by  questions  asking  for  the  antecedent  of  a  pro- 
noun or  the  subject  of  a  verb. 

(6)  His  attention  should  be  called  to  the  choice  of  words;  some- 
times he  should  be  asked  to  substitute  a  synonym  for  some  word  in 
a  sentence. 

7.  The  student  should  learn  to  classify  the  selections  read  as  to 
the  kinds  of  prose  and  poetry.  He  should  know  description  from  nar- 
ration, and  he  should  be  able  to  state  whether  a  poem  is  a  lyric  or 
an  epic.  There  is  no  reason  why  a  child  in  the  Fifth  Grade  or  the 
Sixth  Grade  should  not  think  of  poetry  as  measured  discourse,  no 
reason  why  he  should  not  learn  to  divide  a  line  of  simple  poetry  into 
poetic  feet  and  to  know  at  sight  the  kinds  of  feet  most  common  in 
the  poems  he  reads.  There  is  no  reason  for  putting  off  these  simple 
things  to  the  High  School. 

2— WRITING. 

Fifth  and  Sixth  Years. 

A  strong  muscular  movement  should  be  developed  during  the  fifth 
and  sixth  years.  Be  careful  that  pupils  are  forming  correct  habits 
of  position  at  the  desk  and  of  pen-holding.  The  short  letters  should 
now  be  made  with  a  pure  muscular  movement,  while  the  extended 
letters  may  be  made  by  combining  the  action  of  the  forearm  and 
the  finger  movements.  After  practice  upon  the  oral  exercises,  both 
direct  and  indirect,  it  is  well  to  take  up  the  letters  in  regular  order 
and  make  movement  exercises  out  of  them,  the  teacher  counting  for 
the  downward  strokes  to  secure  uniformity  of  movement.  Practice 
small  n,  then  the  m,  joining  them  in  an  exercise,  after  which  practice 
joining  the  small  o,  being  careful  to  close  it  at  the  top  Put  a  great 
deal  of  work  upon  the  small  words  such  as  man,  mum,  etc.  Be  care- 
ful to  get  the  angle  of  the  m  at  the  bottom  and  of  the  u  at  the  top. 

126 


An  important  element  in  writing  is  uniformity  of  slant.  The 
downward  strokes  determine  the  slant  which  should  be  about  15  de- 
grees. 

The  pen  must  be  held  lightly.  Do  not  permit  the  pupil  to  allow 
his  hand  to  rest  upon  the  fleshy  part,  but  see  that  the  hand  glides 
lightly  upon  the  nails  of  the  third  and  fourth  fingers. 

SPELLING  AND  WORD  STUDY. 
First  Month. 

1.  Pronounce  and  spell  the  difficult  words  of  the  lessons  of  the 
month,  such  as  the  following:  figures,  notation,  thousand,  reduction, 
cipher,  continent,  island,  Caucasian,  frigid,  axis,  bacteria,  hygiene, 
physiology,  skeleton,  periosteum,  history,  wigwam,  tomahawk,  mari- 
ner, Iceland. 

2.  Spell  names  of  familiar  objects  seen  in  city  or  country.  Cor- 
relate Lessons  133  and  135. 

3.  Homophones  in  Lesson  209, 

4.  Synonyms  in  Lesson  180. 
5'.    Antonyms  in  Lesson  65. 

6.  Word-building:  Lists  to  which  under  can  be  prefixed.  Lesson 
109,  Part  Two. 

7.  Pronounce  words  in  Lessons  244  and  247,  Part  One. 

8.  List  correlated  with  Geography.    Lesson  9,  Part  Two. 

9.  Unclassified  lists:     Lessons  118,  120,  121,  123  and  124. 

Second  Month. 

1.  Pronounce  and  spell  the  difficult  words  of  the  lessons  of  the 
month,  such  as  the  following:  addition,  subtraction,  equality,  min- 
uend, subtrahend,  Greenland,  peninsula,  canyon,  Appalachian,  drain- 
age, muscle,  tendon,  voluntary,  oxygen,  calisthenics,  Columbus,  Isa- 
bella, Salvador,  Amerigo  Vespucci,  champlain. 

2.  Spell  the  names  of  tools  used  by  the  farmer.  Correlate  Les- 
son 139. 

3.  Homophones  in  Lesson  211. 

4.  Synonyms  in  Lesson  187. 

5.  Antonyms  in  Lesson  67. 

6.  Word-building:  Lists  of  words  to  which  ship  can  be  suffixed. 
Lesson  40,  Part  Two. 

7.  Pronounce  words  in  Lessons  136  and  137. 

8.  Unclassified  Lists:     Lists  125,  127,  129,  130  and  131. 

Third  Month. 

1.  Pronounce  and  spell  the  difficult  words  in  the  lessons  of  the 
month,  such  as  the  following:  multiplication,  product,  abstract,  con- 
crete, multiplicand,  St.  Lawrence,  Chesapeake,  Sierra,  manufacture, 
commerce,  digestion,  tonsil,  membrane,  pharynx,  esophagus,  colony, 
Plymouth,  adventuress,  Powhattan,  Berkeley. 

127 


2.  Spell  the  names  of  articles  found  in  a  dry  goods  store.    Les- 
son 1*42. 

3.  Homophones  in  Lesson  214. 

4.  Synonyms  in  Lesson  193. 

5.  Antonyms  in  Lesson  69. 

6.  Word-buiMing :     Lists  to  which  ize  can  be  suffixed.     Lesson 
64,  Part  Two. 

7.  Pronounce  the  words  in  Lessons  138  and  139. 

8.  Unclassified  lists:     Lessons  132,  134,  136,  137, 'and  138,  Part 


One. 


Fourth  Month 


1.  Pronounce  and  spell  the  difficult  words  of  the  lessons  of  the 
month,  such  as  the  following:  division,  remainder,  dividend,  quotient, 
divisor,  quarry,  Massachusetts,  Providence,  granite,  cataract,  albu- 
men, ferment,  distillation,  chocolate,  beverage,  Mayflower,  Puritan. 
Massacoit,  Quakers,  witchcraft. 

2.  Spell  the  names  of  articles  found  in  a  hardware  store.  Les- 
son 144. 

2.    Homophones  in  Lesson  217. 

4.  Synonyms  in  Lesson  198. 

5.  Antonyms  in  Lesson  71. 

6.  Word-building:  Lists  to  which  ess  can  be  suffixed.  Lesson 
70,  Part  Two. 

7.  Pronounce  words  in  Lessons  141  and  142,  Part  Two. 

8.  Unclassified:     Lessons  140,  141,  143,  145,  147  and  149. 

Fifth   Month. 

1.  Pronounce  and  spell  the  difficult  words  of  the  lessons  of  the 
month,  such  as  the  following:  Debtor,  creditor,  denominate,  receipt, 
balance,  turpentine,  southern,  tobacco.  Savannah,  irrigation,  alcohol, 
cigarette,  gastric,  circulation,  pulmonary,  Manhattan,  Stuyvesant, 
toleration,  Catholic,  Oglethorpe. 

2.  Spell  the  names  of  articles  found  in  a  drug  store.    Lesson  146. 

3.  Homophones  in  lesson  221. 

4.  Synonyms  in  Lesson  200. 

5.  Antonyms  in  Lesson  81. 

6.  Word-building:  Lists  to  which  dis  may  be  prefixed.  Lesson 
93,  Part  Two. 

7.  Pronounce  words  in  Lessons   144  and  145. 

8.  Lessons  correlated  with  Geography,  17,  20,  24  and  29,  Part 
Two. 

9.  Unclassified  Lists:     Lessons  150,  152,  153,  155  and  157. 

128 


Sixth  Month. 

1.  Pronounce  and  spell  the  difficult  words  «f  the  lessons  of  the 
Konth,  such  as  the  following:  avoirdupois,  rectangle,  cubic,  rectan- 
gular, miscellaneous,  Canada,  Eskimos,  mackerel,  Bahamas,  Haiti,  cor- 
puscle, capillary,  vein,  inflammation,  lyrtiphatic,  inter-colonial,  British, 
Washington,  DuQuesne,  Quebec. 

2.  Spell  the  names  of  articles  found  in  a  grocery  store.  Les- 
son 148. 

3.  Homophones  in  Lesson  223^ 

4.  Synonyms  in  Lesson  205. 

5.  Antonyms  in  Lesson  85. 

6.  Word-building:  Make  lists  to  which  fore,  ante  and  pre  may 
be  prefixed.     Lesson  94,  Part  Two. 

7.  Pronounce  words  in  Lessons  146  and  148. 

S.     Unclassified  Lists:     Lessons  156,  158,  161,  162  and  164. 

SUGGESTIONS  AND  DIRECTIONS. 

The  Fifth  and  Sixth  Year  Courses  should  be  alternated  in  crowded 
schools.  The  Fifth  Year  Course  should  be  taught  in  the  odd  years 
and  the  Sixth  Year  Course  in  the  even  years^  The  courses  for  these 
two  years  follow  the  same  plan  as  for  the  third  and  fourth  years. 

Lessons  in  pronunciation  have  been  added.  In  assigning  these 
lessons  the  teacher  should  pronounce  each  word  distinctly  before 
the  students  try  to  do  so.  If  possible  to  avoid  it,  a  student  should 
never  hear  a  word  mispronounced. 

Lessons  selected  from  Arithmetic,  Geography,  Physiology  and 
History,  and  correlated  with  the  lessons  in  those  studies,  have  been 
introduced  as  types  of  the  kinds  of  words  which  should  be  selected. 
These  words  should  be  taught  with  the  study  from  which  they  have 
been  selected. 

The  "unclassified  lists"  are  to  be  taught  in  the  order  of  the  text 
after  the  classified  work  has  been  done. 

4.     LANGUAGE. 

First  Month. 

1.     Compositions:     Grain.     The  Orange.     The  Lemon. 
2^     Picture  Lessons:     A  Mute  Appeal.     Not  Invited. 

3.  Story  and  Poem:  Alexander  and  Buchephalus.  My  Old  Ken- 
tucky Home. 

4.  Grammar:  Parts  of  Speech.  The  Noun — Common  and  Proper 
Gender,  Number,  and  the  Cases.     Use  of  Shall  and  Will. 

5.  Special  Poem:     Robt.  of  Lincoln. — Bryant. 

6.  Picture:     Sistine  Madonna. — Raphael. 

7.  Letters:     See  Sections  49  and  50  of  the  text-book^ 

8.  Use  of  don't,  doesn't,  isn't,  aren't,  hasn't  and  haven't. 

129 
C.  S.— 5  * 


Second  Month. 

1.  Compositions:     Coal,  Pepper  and  Salt.     The  Peanut. 

2.  Picture  Lessons:  Fishing,  Summer  Pleasure.  The  Little 
Mother. 

3.  Story  and  Poem:  Then  and  Now.  A  Life  Lesson.  The 
Bivouac  of  the  Dead. 

4  Grammar:  Pronouns,  Personal  Pronouns,  Forms,  The  Verb, 
Person,  Number  and  Tense  Forms. 

5.  Special  Poem:     To  the  Fringed  Gentian. — Bryant. 

6.  Picture:     The  Transfiguration. — Raphael. 

7.  Letter:     See  Sections  51  and  52  of  the  text-book. 

8.  Use  of  did  and  done,  saw  and  seen,  wrote  and  written,  spoke 
and  spoken. 

Third  Month. 

1.  Compositions:     The  Watch.     Water_     Vehicles. 

2.  Picture  Lessons:     Camping  Out.     For  Liberty.    A  Mishap. 

3.  Stories  and  Poems:  Valley  Forge.  Nathan  Hale,  A  Second 
Thought. 

4.  Grammar:  Verbs  and  Pronouns  used  together.  Principal 
Parts  of  Verbs.     The  verb  Be.     Verbs,     Tense. 

5.  Special  Poem:     Song  of  Marion's  Men. — Bryant. 

6.  Picture:     Cherubs. — Raphael. 

7.  Letter:     See  Sections  53  and  54  of  the  text-book. 

8.  Use  of  party  and  person. 

Fourth  Month. 

1_     Compositions:     Nuts.     The  Turkey.     The  Grape. 
2.     Picture     Lessons:     The     Little     Artist.     Bubbles.     The     Casta- 
ways. 

3.  Stories  and  Poems:  Supposed  Speech  of  an  Indian  Chief. 
The  Flag  Goes  By.    Lexington. 

4.  Grammar:  Principal  Parts  of  Verbs.  The  Adjective.  Ad- 
jective phrases  and  clauses.  The  Adverb.  Adverb,  Adverb  Phrases 
and  clauses. 

5.  Special  Poem:     Planting  the  Apple  Tree.— Bryant. 

6.  Picture.     Miraculous  Draught  of  Fishes. — Raphael. 

7.  Letters:     See  Sections  55  and  56  of  the  text-book. 

8.  Use  of  rather — than,  proof  and  evidence. 

Fifth  Month. 

1.  Compositions:   Fruit.     Hemp.     Review. 

2.  Picture  Lessons:  Hellen  Patterson  and  the  Indians.  A  Temp- 
tation,    The  Doctor. 

3.  Stories  and  Poems:  Boone's  Escape.  Andre  to  Washington. 
The  Four  Sunbeams. 

130 


4.  Grammar:  Adverb^  and  the  Preposition. 

5.  Special  Poem:    To  a  Waterfowl— Bryant. 

6.  Picture:   Angel  with  Tablet.— Raphael. 

7.  Letter:   Se  Section  57  of  the  text-book. 

8.  Use  of  try  to,  kind  of,  sort  of. 

Sixth  Month. 

1.  Composition:  How  Improve  the  School  House.  Care  of  the 
Strawberry  Bed. 

2.  Picture  Lessons:    Gleaner's  Recall. — Brelori. 

3.  Stories  and  Poems:  Boyhood  of  Longfellow.  The  Blue  and 
the  Gray, — Finch. 

4.  Grammar:  The  Conjunction  and  the  Interjection  and  Reviews. 

5.  Special  Poem:  Death  of  the  Flowers. — Bryant. 

6.  Picture:  Deliverance  of  St.  Peter. — Raphael. 

7.  (Letter:   See  Section  58  of  the  text-book. 

8.  Use  of  guess,  except,  think. 

SUGGESTIONS  AND   DIRECTIONS. 

1.  See  directions  for  Third  Year.  They  apply  to  the  Fifth  and 
Sixth  years. 

2.  Alternation. — Fifth  year  language  should  be  taught  during 
schol  year  1911-12,  and  sixth  year  language  during  1912-13;  fifth  year 
language  during  1913-14,  and  sixth  year  language  during  1914-15'. 

3_  The  Grammar  of  both  years  should  be  taught  inductively. 
Students  at  first,  should  give  definitions  and  rules  in  their  own 
languages;  but  later  they  should  learn  the  accurate  definitions  of  the 
text-book. 

4.  The  writer  would  suggest  that  during  the  fifth  and  sixth  years 
about  two-fifths  of  the  language  lessons  be  given  to  grammar  and 
three-fifths  to  oral  and  written  composition. 

5.  As  the  students  learn  the  rules  of  Grammar  and  Composition, 
they  should  be  led  to  apply  them  in  their  readers. 

5--ARITHMETIC. 
First   Month. 

1.  Notation  and  Numeration  of  Simple  Numbers. 

2.  Addition  and  Subtraction  of  Simple  Numbers. 
8.     Multiplication  of  (Simple  Numbers 

4.     Division  of  Simple  Numbers. 

Second   Month 

1.  Notation,  Numeration  and  Reduction  of  United  States  Money. 

2.  Addition,  Subtraction  and  Multiplication  of  United  States  Money. 

3.  Division  of  United  States  Money  and  Miscellaneous  Examples. 

4.  Bills  and  Acounts.    Book-keeping. 

131 


Third  Month. 

1.  Reduction  of  Compound  Numbers.    Dry  Measura. 

2.  Avoirdupois  Weight  and  Troy  Weight. 

3.  Long  Measure:   Reductions  and  Applications. 

4.  Square  Measure:  Reductions  and  Applications. 

Fourth  Month. 

1.  Square  Measures: Areas,  Squares  and  Rectangles. 

2.  Square  Measure:  General  Applications. 

3.  Cubic  Measure  Table  and  Reductions. 

4.  Cubic  Measure:  Application  to  Rectangular  Solids. 

Fifth  Month. 

1.  Liquid  Measure:  Reductions  and  Applications. 

2.  Time  Measure:   Years,  Seasons,  Months. 

3.  Miscellaneous  mesaure  and  Miscellaneous  Examples. 

4.  Review  of  the  work  in  Compound  Numbers. 

Sixth  Month. 

1.  Addition  of  Compound  Numbers. 

2.  Subtraction  of  Compound  Numbers. 

3.  Multiplication  of  Compound  Numbers. 

4.  Division  of  Compound  Numbers. 

6— GEORGAPHY 
First  Month. — The  Introductory  Lessons. 
Second   Month. — North  America  as  a  Whole. 
Third  Month. — The  United  States  as  a  Whole. 
Fourth   Month. — The  North  Eastern  and  Northern  States. 
Fifth    Month. — The   bouthern,  The   Plateau,  and  the  Pacific   Sec- 
tions. 
Sixth   Month. — The  Minor  Countries  of  North  America. 

SUGGESTIONS  AND   DIRECTIONS. 

Closely  correlate  Geography,  History,  Literature  and  Language. 
M'ake  Geography  a  thought  study.  Let  over  half  of  the  questions  de- 
mand thinking  rather  than  memorizing.  Require  maps,  flat,  relief,  and 
production.  Secure  pictures  and  railroad  maps.  Make  the  study  alive. 
Emphasize  the  life  of  the  people. 

7_PHYSI0L0GY. 

First  Month. — A  study  of  cells,  tissues,  organs,  and  system.  The 
Material  of  the  Body,  the  Bones  of  the  Body  and  Hygiene  of  the  Bones. 

Second  Month. — The  Muscles  of  the  Body.  Hygiene  of  the  Mus- 
cles.    Calisthenics. 

Third  Month. — The  Digestive  Organs,  the  Mouth  and  the  Stom- 
ach, Intestines,  Accessory  Organ,  Digestion. 

132 


Fourth  Month. — Foods.  Drinks,  Water. 

Fifth  Month. — The  Hygiene  of  Digestion  and  the  Organs  of  Cir- 
culation, 

Sixth  Month.— The  Hygiene  of  Circulation  and  the  Lymphatic 
System. 

The  slogan  of  the  schools  during  the  year  1913-14  should  be  Good 
Health.  Let  this  be  the  one  big  idea  running  through  all  the  work  of 
the  school.  The  teachers  of  the  State,  ten  thousand  strong,  should 
see  to  it  that  everybody  thinks,  talks  and  works  for  good  health.  The 
schools  can  and  should  pay  for  themselves  in  good  health.  The  flag 
of  the  nation  should  float  over  every  school  house,  and,  side  by  side 
with  it.  the  banner  of  Good  Health.  Put  mottoes  on  the  walls  of  every 
school  house,  such  as  "Down  with  Preventable  Disease." 

In  the  Fifth  Grade  Course,  there  are  several  kinds  of  lessons  in 
physiology  and  hygiene;  but  the  one  big  central  thought  is  FOOD. 

In  this  connection,  children  should  be  given  exact  and  specific  in- 
struction in  the  care  of  the  teeth.  They  should  form  the  habit  of  keep- 
ing the  teeth  clean.  Lessons  of  this  kind  can  be  given  during  the 
lunch  hour.  It  is  useless  to  say  and  do  not.  Lead  the  children  to  ex- 
amine their  own  teeth  for  decayed  spots  and  have  them  report  to  their 
parents  who  should  call  in  the  dentist.    This  is  all  important. 

Children  should  be  given  rules  for  eating,  and  these  rules  should 
be  reviewed  frequently.  If  the  pupils  bring  lunches,  practice  lessons 
in  eating  may  be  given,  the  teacher  setting  the  example.  Table 
manners  should  be  inculcated;  for  the  refinement  of  a  family  or  a 
people  can  be  fairly  judged  by  their  methods  of  preparing  and  taking 
foods.  When  traveling,  to  know  how  to  deport  one's  self  at  the  table 
of  a  good  hotel,  is  more  valuable  knowledge  than  to  know  how  to  go 
from  place  to  place.  Manners  and  self-control  are  of  greater  value 
than  geography.  Chapter  XI  and  XII  deserves  special  study.  Pupils 
should  be  taught  the  foods  that  contain  these  constituents.  The  prin- 
ciple of  balanced  ration  should  be  taught  and  some  model  "meals" 
worked  out.  Every  child  si^ould  know  the  substances  contained  in  the 
comon  articles  of  food.  The  effects  of  cooking  upon  these  foods  should 
be  taught.  It  would  be  well  for  the  teacher  to  weave  in  a  few  cook- 
ing lessons  on  the  common  foods. 

The  question  is  often  debated  whether  cooking  ought  to  be  taught 
in  school.  The  answer  is  that  the  subject  of  Foods  cannot  be  taught 
without  it.  Cooking  is  simply  a  modification  of  foods.  Cooking  is  to 
food  what  the  experiment  is  in  chemistry.  The  only  question  is,  shall 
the  experiments  be  at  school  or  at  home? 

The  chapter  on  Water  also,  deserves  special  attention.  Pupils 
should  be  taught  that  typhoid  fever  and  other  deadly  diseases  are 
caused  by  impure  water.  They  should  be  instructed  how  water  be- 
comes impure  and  how  to  keep  it  pure.  They  should  be  taught  to 
observe  the  suroundings  of  wells  and  springs  at  home  and  school  and 
report  bad  conditions  to  the  teacher  and  to  their  parents.     It  would 

133 


be  well  if  pupils  werd  taught  to  observe  at  all  times  and  at  all  places 
the  physical  Conditions  unfavorable  to  health.  Make  a  study  of  the 
picture  on  page  89  of  the  text  and  lead  the  pupils  to  notice  at  home 
if  any  conditions  similar  to  that  in  the  picture,  prevails.  Be  tactful 
in  this  kind  of  work;  but  let  the  truth  be  known.  Send  specimens  of 
the  drinking  water  of  the  school  to  the  State  Board  of  Health  at 
Bowling  Green,  and  have  it  analyzed.    It  may  save  life. 

These  lessons  on  food,  water  and  digestion  are  the  most  important 
In  the  course. 

8— HISTORY. 

First  Month. — Period  of  Discovery.     Story  of  Columbus. 

Second  IVIonth. — The  Period  of  Discovery.  Chapters  1  to  5  in- 
clusive. 

Third  Month. — Make  a  careful  study  of  Virginia.  Chapters  6-9 
Inclusive. 

Fourth  Month. — Teach  the  New  England  Group.  Chapters  12  to 
17  inclusive. 

Fifth  Month.— The  Southern  Groups  of  Colonies.  Chapters  10, 
11,  18,  19  and  20. 

Sixth  Month. — A  Study  of  the  Inter-colonial  Wars.  Chapters  21  to 
25  inclusive. 

SUGGESTIONS  AND  DIRECTIONS. 

Make  your  students  love  history.  Use  no  method  in  the  name 
of  thoroughness  that  will  cause  them  to  dislike  this  study.  V&e  the 
following  supplementary  texts:  Stories  of  Heroic  Deeds,  Four  Ameri- 
can Inventors,  Stories  of  Great  Americans,  Old  Greek  Stories,  Four 
American  Pioneers,  Thirty  Famous  Stories  Retold,  Stories  of  Our 
Country,  Lives  and  Stories  Worth  Remembering,  Stories  of  American 
Life  and  Adventure,  Stories  of  Great  Artists. 

During  the  Fifth  and  Sixth  Years  emphasize  the  biographical  and 
story  side  of  History.  Use  much  supplemental  work. 

9— GENERAL   EXERCISES. 

I.     Agriculture. 

Aims. 

1.  To  instruct  the  pupil  in  some  of  the  foundation  principles  of 
agriculture. 

2.  To  interest  the  pupil  in  farm  work  and  farm  life. 

3.  To  enable  the  pupil  to  read  agricultural  literature  intelligently. 
It  is  not  the  purpose  to  attempt  to  teach  farming  out  of  a  book; 

but  it  is  expected  that  a  study  of  the  reasons  and  principles  under- 
lying agriculture  will  serve  to  create  an  interest  in  farm  life,  to  pre- 
vent a  dislike  for  agricultural  pursuits,  and  to  explain  the  meaning 
of  farm  processes.     The  study  will  also  give  general  konwledge  and 

134 


culture  by  teaching  some  of  the  principles  of  the  various  sciences 
that  relate  to  farming.    The  three  aims  noted  above  should  be  kept 
constantly  in  mind  by  the  teacher  of  the  subject.    This  subject  is  to 
be  taught  in  connection  with  Language,  etc. 
1.     The  Soil. 

(a)  Since  all  products  come  directly  or  indirectly  from  the  soil, 
naturally  the  work  should  begin  with  the  soil.  Work  on  this  sub- 
ject should  be  done  in  the  field,  or  with  the  soils  collected  by  the 
pupils  for  this  purpose  in  order  that  the  different  kinds  may  be 
studied  and  their  qualities  learned  by  actual  contact.  Pupils  should 
be  able  to  recognize  and  readily  name  different  kinds  of  soil  and 
state  their  different  qualities. 

Teach: 

1.  Kinds  of  soil. 

2.  Qualities  and  constituents  of  each  kind. 

3.  Origin  of  each. 

4.  Uses  of  soil:  (a)  To  fix  plants,  and  (b)  to  supply  plant  food 
and  moisture. 

5.  Adaptation  of  certain  soil  to  certain  plants. 
Pupils  should  be  able  to  answer  the  following  questions: 

1.  What  are  the  principal  kinds  of  soils? 

2.  What  is  the  origin  of  each  kind  of  soil? 

3.  Name  the  qualities  of  each. 

4.  Why  is  one  kind  of  soil  called  heavy? 

5.  Why  is  one  kind  of  soil  called  light? 

6.  What  is  humus?    What  are  its  uses? 

7.  How  may  a  sandy  soil  be  improved? 

8.  How  may  a  clay  soil  be  improved? 

9.  What  is  meant  by  texture  of  the  soil? 

(b)  Water  and  the  Soil — Teach: 

(a)  The  meaning  of  the  terms  free,  capillary,  and  hygroscopic, 
as  related  to  water  in  the  soil,  (b)  Chemical  processes,  (c)  Plant 
tissue. 

1.  By  experiments,  the  three  kinds  of  water  free,  capillary,  hy- 
groscopic, or  film. 

2.  The  uses  of  water  in  the  soil — 

a.  To  supply  the  plant  with  water. 

b.  To  dissolve  plant  food. 

c.  To  carry  plant  food. 

d.  To  aid  in  chemical  processes. 

e.  To  build  up  plant  tissue. 

3.  The  water  capacity  of  the  different  kinds'  of  soil. 

4.  The  amount  of  water  needed  by  plants. 

5.  How  to  conserve  soil  moisture—* 

a.  By  draining. 

b.  By  cultivating. 

c.  By  adding  humus. 

135 


6.  The  importance  of  water  to  plant  life. 

7.  The  effect  of  saturation  of  the  surface  soil  upon  plant  life. 

a.  Prevents  warming  in  the  spring. 

b.  Hinders  working. 

c.  Causes  washing  and  erosion. 

d.  Prevents  root  penetration. 

e.  Keeps  oxygen  from  entering  the  soil. 

8.  Drainage — how  accomplished,  benefits  of  drainage,  kinds  ot 
drainage. 

(c)  Tilling  the  Soil— Teach: 

1.  The  definition  of  tillage.     Intertillage. 

2.  The  different  kinds  of  tillage: 

a.  General. 

b.  Intertillage. 

c.  Deep  and  shallow. 

3.  The  purpose — 

a.  To  loosen  the  soil. 

b.  To  conserve  moisture. 

c.  To  pulverize  the  soil. 

d.  To  dry  the  soil. 

e.  To  expose  the  soil  to  atmospheric  action  and  weather  con- 
ditions. 

f.  To  increase  amount  of  available  plant  food. 

g.  To  destroy  weeds, 
h.     To  cover  the  :?eed. 

4.  The  time  for  tillage. 

5.  The  tools  and  methods. 

6.  The  process  of  plowing. 

7.  The  time  of  plowing — spring  and  fall. 

8.  The  advantages  of  each. 

9.  Depth  of  cultivation. 

10.  Danger  of  root  pruning. 

(d)  Soil  Enrichment. — Teach: 

1.  Properties  and  uses  of  phosphrous,  nitrogen,  potassium,  cal- 
cium. 

2.  The  thirteen  elements  necessary  for  plant  growth. 

3.  That  phosphorus,  nitrogen,  potassium,  and  calcium  are  the 
only  elements  that  the  farmer  needs  to  provide. 

4.  Where  each  of  these  plant  foods  is  found,  as  in  barn  yard 
manure,  ashes,  plowed-under  stubble,  roots  of  stubble  in  leguminous 
plants,  commercial  fertilizers,  etc. 

5.  That  plant  fod  already  in  the  soil  may  be  set  free  by  chem- 
ical changes  which  are  aided  by  tilling  the  soil  or  adding  humus. 

6.  Distribution  of  nitrogen,  potassium,  and  phosphorus  in  parts 
of  the  plants  and  the  relative  loss  of  these  elements  by  the  sale  of 
grains  and  grasses  from  the  farm. 

136 


If  a  school  garden  is  made,  plant  corn,  or  some  other  crops,  and 
put  well  rotted  manure  in  every  other  hill.  Note  the  differences  in 
the  growth  of  the  plants.  Numerous  soil  experiments  illustrating  the 
effect  of  soil-enrichment  should  he  performed  in  school  by  pupils  and 
teachers. 

2.  Farm  Crops. 

a.  Corn — Plowing,  harrowing,  hoeing,  varieties  and  where  each 
grows  best. 

b.  Wheat — Preparation  of  soil,  sowing,  cultivation. 

c.  Tobacco — Protection  from  pests,  spraying,  dusting,  etc. 

d.  Sorghum — Manufacturing  and  marketing  molasses. 

3.  Garden  and  Orchard. 

a.  Plum — Varieties,  uses  as  food,  canning,  planting  of  tree, 

b.  Onions — Planting  from  seeds  and  sets,  uses  as  food,  storing  for 
winter,  marketing. 

4.  Domestic  Animals. 

a.  Hogs — Breds  and  advantages  of  each,  pen  building. 

b.  Sheep — Wool  and  its  uses,  shearing,  preparation  for  market. 

c.  Beef  Cattle — Feeding,  care,  when  to  buy  and  when  to  sell. 

5.  The  plant. 

a.  Food — Water,  air,  soil. 

b.  Growth— Conditions  favorable,  cultivation,  sunlight,  moisture. 

6.  Miscellaneous. 

a.  Farm  implements — Thrasher,  hay  press. 

b.  Waste  products — Saving  manure,  using  straw  for  mulch. 
0.    Rainy  days  on  the  farm— How  utilized. 


If.     Nature  Study. 

1.  Animals. 

a.  Domestic — Horse. 

b.  Birds — Bobolink,  kingfisher,  chewink,  ovenbird,  purple  finch, 
red-eyed  vireo,  indigo  bunting,  brown  creeper,  purple  martin, 
sparrow  hawk. 

c.  Frogs — Brown  frog,  red  triton. 

d.  Fishes — Perch. 

e.  Insects — Plant  lice,  lady  beetles,  mosquito,  regal  moth,  cur- 
culios,  honeybee,  bumblebee,  mud  wasp,  paper  wasp. 

f.  Miscellaneous — Clam,  snail,  muskrat,  slug. 

2.  Plants. 

a.  Wild  Flowers^Evening  primrose,    meadow    lily,    buttonbush, 

jewelweed,  bishop's  cap,  snake's  head,  sarsaprilla,  elecampane, 
columbine,  blueberry,  checkberry.  spurges. 

b.  Garden — Spinach,  tomato,  cucumber. 

c.  Fruit — Plum,  apricot,  nectarine. 

d.  Trees — Black  walnut,  cedar,  juniper,  willow,  hackberry,  larch. 


137 


e.    Flowerless  plants — Mould,  yeast  foul  brood,  black  knot  monilla,    , 
3.     General. 

a.  Sun — Producer  of  heat  and  light,   its   movements,   causes  of 
winter  and  summer,  eclipses. 

b.  Moon — Phases,  where  it  gets  its  light,  eclipses. 

III.     Household  Arts. 

1.  The  bedroom— light,  shades,  curtains,  wall  coverings,  decorations, 

furniture,  floor  and  floor  coverings,  care,  ventilation,  removal  of 
curtains,  decorations,  etc.,  in  case  of  contagious  disease,  dis- 
infection. 

2.  Food.     Milk — Food   value,   qualities   of   good   milk,   cleanliness  in 

milking  and  care  of  vessels,  preparation  for  churning,  Babcock 
test. 

3.  Clothing.    Linen— eource,  manufacture,  uses  in  articles  of  clothing, 

handkerchiefs,  etc. 

4.  Ventilation — importance  of,  how  breathing  makes  air  unfit  for  use, 

deep  breathing,  vent  during  sweeping  periods,  and  in  sleeping 
rooms  at  night,  value  of  fireplaces  in  ventilation. 

5.  The  house  fly — typhoid  or  filth  fly,  why  objectionable  and  danger- 

ous, how  they  carry  disease,  means  of  extermination,  source  of 
breeding. 

SUGGESTIONS 

1.  Agriculture — The  plan  for  the  year's  work  in  this  subject  is  to 

make  a  close  study  of  one  topic — the  Soil — and  a  general  study 
of  several  topics,  as  crops,  gardens,  orchards,  domestic  animals, 
the  plant  and  miscellaneous  subjects.  The  same  plan  is  followed 
in  the  sixth,  seventh  and  eighth  grades,  that  is  to  study  closely 
one  or  two  topics  and  to  study  in  a  general  way,  several  topics. 
This  involves  some  little  repetition  but  it  will  do  no  harm. 

2.  Nature  Study — The  work  in  this  subject  will  furnish  a  basis  for 

many  valuable  language  lessons  as  well  as  to  give  thought  ma- 
terial. If  the  teacher  will  study  the  plan  outlined  for  third  and 
fourth  grades,  it  will  be  helpful. 

3.  Household  Arts — The  household  arts  include  a  study  of  foods  and 

the  methods  of  preparing  them  for  use,  as  in  cooking;  and  a 
study  of  various  kinds  of  "goods"  and  ways  of  preparing  them 
for  use,  as  in  sewing.  The  subject  of  cooking  may  be  handled 
in  two  ways.  A  small  cooking  outfit  may  be  procured  at  small 
cost,  and  some  experiments  may  be  made  and  studied  at  school. 
Or  the  students  may  study  bulletins  and  recipes  at  school  and 
try  the  experiments  at  home.  Both  methods  have  been  used 
with  success  in  our  rural  schools  with  only  one  teacher. 
Hundreds  of  school  in  this  State  have  done  sewing  successfully 
at  school  as  busy  work,  or  between  recitations. 
The  same  suggestions  apply  to  all  the  grades. 

138 


4.  Manual  Training  or  Farm  Mechanics — In  all  the  grades  from  the 
fifth  to  the  eighth  inclusive,  the  boys  should  receive  some  train- 
ing at  school  in  these  arts.  There  are  three  distinct  and  im- 
portant ends  in  view.  1.  To  teach  boys  the  care  and  use  of 
tools.  2.  To  train  the  boys  in  habits  of  accuracy  and  physical 
industry.  3.  To  lead  the  boys  to  learn  how  to  make  things 
necessary  on  the  farm  or  in  the  home.  The  saw,  the  plane, 
the  augur,  the  chisel,  the  ax,  the  hatchet,  the  knife,  the  hammer, 
etc.,  are  the  tools  with  which  men  build  themselves  homes.  It 
is  necessary,  therefore,  for  every  boy  and  probably  every  girl 
to  learn  how  to  sharpen  these  tools  and  how  to  keep  them  sharp 
and  in  good  condition.  It  would  be  well  if  every  school  could 
purchase  a  full  set  of  tools  and  a  work  bench  with  good  vise; 
but  if  this  is  not  practicable,  the  school  can  borrow  from  the 
neighbors,  and  the  boys  can  make  their  own  bench.  Several 
schools  have  done  these  very  things. 
Again,  the  pupils  should  learn  to  be  accurate  in  their  work.  They 
should  learn  to  drive  a  nail  true,  to  saw  to  a  line,  and  to  make  a  square 
box.    It  will  be  valuable  in  later  life. 

The  boys  and  girls  should  learn  how  to  make  things  necessary  in 
the  home  and  on  the  farm.  It  will  make  better  homes  and  better  out- 
buildings. It  is  unnecessary  to  name  the  objects  to  be  made.  The 
need  of  the  school,  of  the  home  and  of  the  farm  will  determine  all 
these  Lhings.  The  idea  is  to  make  real  things  of  use  and  of  value, 
to  make  them  accurate  and  beautiful  and  to  keep  the  tools  in  good 
shape. 

One  school  last  year  built  a  wood  shop  on  the  school  grounds,  se- 
cured a  set  of  tools  and,  as  a  result  eighteen  boys  stayed  in  school 
the  full  term  when  they  had  been  in  the  habit  of  quitting  in  the  ses^- 
fion. 

The  work  of  the  grades  should  be  adapted  to  the  age  and  strength 
of  the  pupil. 

Manual  work  should  be  done  in  every  grade  from  the  First 
•trough  the  Eighth. 


139 


SIXTH  YEAR. 


TEXT  BOOKS. 

STATE  ADOPTION — Fourth  Reader;  Pronouncing  Speller;  Ele- 
mentary Lessons  In  Language  and  Grammar;  Primary  Geography;  In- 
tellectual Arithmetic  and  Elementary  Arithmetic;  Primary  History; 
'Viss'^.ntials  of  Health;  Copy  Book  No.  4. 

SUPPLEMENTARY  BOOKS  (suggested):  Jones'  Sixth  Reader; 
Stepping  Stones  to  Literature,  No.  6;  Lights  to  Literature,  Book  V; 
■:>  (wm's  Reading  by  Grades,  V;  Brooks'  Reading  by  Grades,  Book  6; 
Cyr's  Reading  by  Grades,  VI;  Hiawatha,  Being  a  Boy,  Blaisdell's 
Short  Stories  from  English  History;  Wilderness  Ways,  American 
Book  of  Golden  Deeds. 

CORRELATIONS  AND  ALTERNATIONS. 

1.  Teach  the  Sixth  Grade  Course  during  the  School  Year  1912-13 
and  1914-15,  omitting  entirely  the  Fifth  Year  Course  these  years. 

2.  Alternate  Fourth  Reader  and  Unitea  States  Primary  History. 

3.  Correlate  Writing  with  Language. 

4.  Alternate  Primary  Geography  and  Essentials  of  Health,  giving 
same  time  to  each  subject.  Devote  first  two  weeks  of  each  month 
to  Geography  and  the  last  two  weeks  to  Health. 

5.  Correlate  Drawing  with  the  other  studies,  using  it  as  a  method 
of  expression:  Hand  Work  with  Language;  Agriculture  and  Nature 
Study,  with  Reading  and  Language,  and  the  Household  Arts  with 
Physiology. 

6.  Spelling  will  be  correlated  as  follows:  The  "difficult  words 
of  the  mouth"  will  be  correlated  with  the  subjects  from  which  they 
have  been  selected;  the  spelling  of  names,  word  building,  and  un- 
classified lists  with  Language;  homophones,  synonyms,  antonyms,  and 
pronouncing  lessons  with  Reading  and  History. 

SYNOPSIS  OF  SIXTH   YEAR   COURSE. 

1.  Reading:    Last  Thirty  Lessons  in  the  Fourth  Reader. 

2.  Writing:  Copy  Book  No.  4.  , 

3.  Spelling:  Speller  as  outlined.     Supplementary  lists. 

4.  Language:    Elementary  Lessons  in  Language  and  Grammar  com- 

pleted as  outlined  by  the  month. 

5.  Arithmetic:  Text-books  completed. 

6.  Geography:    Primary  completed  as  outlined  by  the  month. 

7.  Physiology:    Essentials  of  Health  completed  as  outlined. 

8.  History:   Primary  text  completed. 

9.  General  Exercises:   Singing,  Drawing,  Handwork,  Agriculture  and 

Household  Arts. 

140 


THE  COURSE  OUTLINED  BY  THE  MONTH. 

I^READING  AND   LITERATURE, 

SIXTH  GRADE  READING. 

First  Month. 

Prose:  The  Captive,  Our  National  Banner  and  Burning  the  Fallow. 
Poetry:  The  Star  Spangled  Banner  and  Piccola.  . 


Second  Month. 

Prose:  White  Ants,  Red  Ants,  and  the  Four  Mac  Nicols. 
Poetry:  The  Mountain  and  the  Squirrel  and  Dear  Country  Mine. 

Third  Month. 

Prose:  The  Ride  to  London.    The  Apple  and  the  Story  of  Captain  John 

Smith. 
Poetry:  My  Country  and  The  Blue  and  the  Gray. 

Fourth  Monthw 

Prose:  Good  Will  and  Good  Reader. 

Poetry:    The   Captain's   J^'eather,   Planting   the   Apple   Tree   and   the 
Bugle  Song. 


Fifth   Month. 

Prose:   The  Sermon  on  the  Mount  and  The  Golden  Touch. 
Poetry:  On  the  Banks  of  the  Tennessee.    A  Legend  of  Bregenz  and 
The  Song  of  Steam. 


'Sixth  Month. 

Prose:  The  Gentle  Hand,  and  Marion's  Men. 
Poetry:  Spring  and  the  Pied  Piper  of  Hamlin. 


SUGGESTIONS  AND  DIRECTIONS. 

1.  The  Fifth  and  Sixth  Year  Classes  have  been  so  planned  that 
they  may  alternate;  i.  e.  hoth  5th  and  6th  year  students  may  read  the 
Fifth  Year  Course  in  1911-1912  and  read  the  Sixth  Year  Course  in 
1912-1913. 

2.  For  method  and  suggestions  see  the  Directions  and  iSugges- 
tions  for  Fifth  Year.    Also  see  suggestions  for  all  lower  grades. 

141 


2— -WRITING.. 

S—SPELLING  AND  WORD  STUDY. 

First  Month. 

1.  Pronounce  and  spell  the  difficult  words  of  the  lessons  of  the 
month,  such  as  the  following:  decimal,  thousandth,  factor,  integer, 
composite,  steamship,  Australia,  Negroes,  Indian,  Suez  adenoids,  ven- 
tilation, larynx,  diaphragm,  inspiration,  revolution,  taxation,  conti- 
nental, Mecklenberg,  Hessians. 

2.  Spell  the  names  of  flowers  in  Lesson  151. 

3.  Homophones  in  Lesson  226. 

4.  Synonyms  in  Lesson  207. 

5.  Antonyms  in  Lesson  87. 

6.  Word-building:  Lists  to  which  re  can  be  prefixed,  as  in  Lesson 
100,  Part  Two. 

7.  Pronounce  words  in  Lessons  149  and  151,  Part  Two. 

8.  Unclassified  Lists:  Lessons  166,  167,  168,  172,  173,  174,  177, 
Part  One. 

Second  Month. 

1.  Pronounce  and  spell  the  difficult  words  of  the  lessons  of  the 
month,  such  as  the  following:  numerator,  denominator,  improper, 
nineteenths,  horizontal,  Caribbean,  Arctic,  plateau,  Mississippi,  sys- 
tem, oxidation,  conductor,  secretion,  sweat,  membrane,  Cornwallis, 
declaration,  treason,  Andre,  Yorktown. 

2.  Spell  the  names  of  article  of  furniture  as  in  Lesson  154. 

3.  Homophones  in  Lesson  229. 

4.  Synonyms  in  Lesson  210. 

5.  Antonyms  in  Lesson  91. 

6.  Word-building:  Lists  to  which  ment  can  be  suffixed,  as  in  Les- 
son 34,  Part  Two. 

7.  Pronounce  the  words  in  Lessons  152  and  154,  Part  Two. 

8.  Lessons  93,  101,  104,  106,  108,  112,  116. 

Third   Month. 

1.  Pronounce  and  spell  the  diflEicult  words  of  the  months,  such  as 
the  following:  fractional,  operation,  deficiency,  prefixing,  decimal, 
equator,  Brazil,  Amazon,  pampas,  llama,  sympathetic,  cerebrum,  con- 
volution, ganglia,  function,  constitution,  capital.  Federalist,  Tippe- 
canoe, Ghent. 

2.  Spell  the  names  of  fishes  in  Lesson  165. 

3.  Homophones  in  Lesson  231. 

4.  Synonyms  in  Lesson  213. 

5.  Antonyms  in  Lesson  97. 

6.  Word-building:  Lists  to  which  ant,  ent  and  ist  are  prefixed,  as 
in  Lesson  39,  Part  Two. 

142 


7.  Pronounce  words  in  Lessons  155  and  156,  Part  Two. 

8.  Lessons  99  and  190  correlated  with  Grammar. 

9.  Unclassified  lists:  Lessons  178,  182,  183,  185,  186,  191  and  192. 

Fourth  Month. 

1.  Pronounce  and  spell  the  difficult  words  of  the  month,  such  as 
the  following:  division,  invert,  annex,  sufficient,  equivalent,  Eurasia, 
England,  Archipeligo,  Biscay.  Germany,  delirium,  stimulation,  epilepsy, 
apoplexy,   morphine,  Louisiana,   ceiied,  veto,  nominee,   statesman. 

2.  Spell  names  of  musical  instruments  as  in  Lesson  169. 

3.  Homophones  in  Lesson  237. 

4.  Synonyms  in  Lesson  218. 

5.  Antonyms  in  Lesson  200. 

6.  Word-huilding:  Lists  to  which  et,  elt,  ling,  ule,  and  ettes  are 
suffixed  as  in  Lesson  45,  Part  Two. 

7.  Pronounce  words  in  Lesson  157,  Part  Two. 

8.  Lessons  74,  76,  78  and  83  correlated  with  Language. 

9.  Unclassified  lists:   Lessons  195,  197  and  201. 

Fifth   Month. 

1.  Pronounce  and  spell  the  difficult  words  of  the  month,  such  as 
the  following:  Africa  Sahara,  Capricorn,  ocean,  savage,  Egypt, 
ese,  porcelain,  camel,  Jerusalem,  lachrymal,  fatigue,  yeast,  typhoid, 
disinfect,  secession,  ordinance,  inaugurate,  campaign,  emancipation. 

2.  Spell  names  of  the  months  and  their  abbreviations  in  Lesson 
171. 

3.  Homophones  ijt  Leson  238. 

4.  Synonyms  in  Lessons  220  and  222. 

5.  Antonyms  in  Lesson  213. 

6.  Wordnbuilding:  Lists  of  words  to  which  ness,  age,  ancy  and 
ency  are  suffixed  as  in  Lesson  53,  Part  Two. 

7.  Pronounce  words  in  Lesson  158,  Part  Two. 

8.  Unclassified  Lists:  Lessons  203,  204,  208,  216,  219,  225,  228, 
234  and  235. 

Sixth   Month. 

1.  Pronounce  and  spell  the  difficult  words  of  the  month,  such  as 
the  following:  Africa,  Sahara,  Capricorn,  ocean,  savage,  Egypt, 
Khedive,  pyramids,  fertile,  Sudan,  eresipelas,  diphtheria,  pneumonia, 
measles,  vaccination,  submarine,  centennial,  electoral,  administration, 
tariff. 

2.  Titles  and  abbreviations  in  Lesson  175. 

3.  Homophones  in  Lesson  212. 

4.  Synonyms  in  Lesson  224. 

5.  Antonyms  in  Lesson  232. 

148. 


6.  Word-building:    Lists   containing   the   suflSx   fy   as   in   Lesson 
67,  Part  Two. 

7.  Pronounce  words  in  Lesson  159,  Part  Two. 

8.  Lessons  14  and  26,  Part  Two,  correlated  with  Geography. 

9.  Unclassified  Lists:    Lessons  240,  241,  242,  243  and  246. 

SUGGESTIONS  AND   DIRECTIONS. 

The  courses  for  the  Fifth  and  Sixth  years  should  be  alternated 
in  crowded  schools  with  but  one  teacher. 

4— LANGUAGE. 
First   Month. 

1.  Compositions:  Lessons  5,  16  and  17. 

2.  Picture  Lessons:   Lessons  1  and  9. 

3.  Story  and  Poem:   The  Chimera.     The  Tempest. — Field. 

4.  Grammar:   Review  the  Sentence,  Subject,  Predicate,  Copula,  Sen 

tence  Classification  and  the  Conjunction  in  Lesons,  2,  3,  4,  5, 
6,  7,  8,  10,  11,  13,  14  and  15. 

5.  Poem:   The  Corn  Song.— Whittier.    • 

6.  Picture:   The  Night  Watch. — Rembrant. 

7.  Letters:  Lesson  12. 

Second  Month. 

1.  Compositions:  Lessons  25,  33  and  53. 

2.  Picture  Lessons:  Lessons  20  and  40, 

3.  Story  and  Poem:  Sinbad  the  Sailor.    Piccola. 

4.  Grammar:  Review  the  Noun,  the  Pronoun,  the  Cases  and  the  Verb 

and  its  uses  in  Lessons  18,  19,  21,  24,  26,  27  and  34. 

5.  Poem:  The  Huskers. — Whittier. 

6.  Picture:   The  Singing  Boy. — Rembrant. 

7.  Letter  Writing  in  Lessons  32  and  35. 

Third   Month. 

1.  Composition:  Lessons  56,  60  and  62  of  Text  Book. 

2.  Picture  Lessons:  Lessons  50  and  59. 

3.  Story  and  Poem:    David  and  Jonothan.     The  Old  Oaken  Bucket. 

4.  Grammar:    Make  a  study  of  Adjectives  and  Adjective  Elements, 

Adverbs  and  Adverbial  Elements  and  Independent  Elements  in 
Lessons  28,  29,  30,  31,  46,  47,  48,  49,  83  and  9S. 

5.  Letter  Writing  in  Lesson  41. 

6.  Poem:  Pipes  of  Lucknow. — Whittier. 

7.  Picture:   Christ  Blessing  Little  Children.—Rembrant. 

Fourth   Month. 

1.  Compositions:  Lessons  76,  77,  86  and  88. 

2.  Picture  Lessons:  Lessons  72,  84  and  85. 

3.  Story  and  Poem:  Joseph  and  His  Brethren.  Hiawatha's  Childhood. 

144 


FAYETTE  COUNTY  CONSOLIDATED  SCHOOLS. 


1.     Domestic  Arts  Club. 


Class  in  Manual  .Training 


Hand  work  should  be  encouraged  in  every  school.  Sewing  can 
be  done  as  a  form  of  busy  work.  Manual  training  can  be  done  on  a 
home  made  bench  under  a  tree  with  borrowed  tools. 


o     • ».  o    » 


4.  Grammar:   Etymoiogy  is  the  general  subject  for  the  month.  Kind 

of  Pronouns  in  Lessons  100,  102,  104,  105,  and  106.  Gender  in 
Lessons  1U8  and  109.  Number  in  111,  112  and  114.  Case  in  115, 
116  and  119.  Kinds  of  verbs  in  122,  123,  125,  26  and  27.  Largely 
review  work. 

5.  Poem:    Snow  Bound. — Whjttler. 

6.  Picture:   Supper  at  Emmaus. — Rembrant. 

7.  Letter  Writting  in  Lesson  45. 

Fifth  Month. 

1.  Compositions:  Lessons  94,  97  and  107. 

2.  Picture  Lessons:  Lessons  91  and  99. 

3.  Story  and  Poem:   How  Thor  Went  to  the  Land     of   the    Giants; 

Break,  Break,  Break. 

4.  Grammar:  A  study  of  phrases  in  Lessons  70,  71,  73,  74,  75,  76,  78, 

79,  80  and  81. 

5.  Poem:    The  Brook. — Tennyson. 

6.  Picture:    Jacob  Blessing  Ephriam   and  Manasseh. 

7.  Letter  Writing  in  Lesson  69. 

Sixth   IVIonth. 

1.  Compositions:  Lessons  129  and  131. 

2.  Picture  Lessons:  Lessons  113,  121  and  124. 

3.  Story   and    Poem:    Rip    Van   Winkle.     Pictures    from    Memory. — 

Gary. 

4.  Grammar:  A  study  of  clauses  as  to  kinds  and  uses  as  presented 

in  Lessons  52,  54,  55,  57,  58,  61,  63  and  64.  Teach  connectives 
in  Lesson  65. 

5.  Poem:   The  Pied  Piper. — Browning. 

6.  Picture:  Rembrant's  Mother. — Rembrant. 

7.  Letter  Writing. 

5~ARITHMETIC. 
First   IVIonth... 

1.  Organization  of  Classes.     Cancellation. 

2.  Teach  Factors  and  Multiples. 

3.  Greatest  Common  Division  by  Factoring. 

4.  Least  Common  Multiple  by  Factoring. 

Second  Month. 

1.  Fractions,  kinds,  definitions  and  propositions. 

2.  Reduction  of  Fractions:   Arts.     105  and  106. 

3.  Reduction  of  Fractions:  Arts.     107  and  108. 

4.  Addition  of  Fractions. 

145 


Third  Month. 

1.  Subtraction  of  Fractions. 

2.  Multiplication  of  Fractions. 

3.  Teach  Compound  Fractions. 

4.  Division  of  F'ractions:   Dividend  and  Divisor  reduced  to  the  same 

denomination. 

Fourth  Month. 

1.  Relations  of  Numbers,  Arts.    113  and  114. 

2.  Aliquot  Parts  of  $1.00  and  Applications. 

3.  Miscellaneous  Examples. 

4.  General  Review  of  Fractions. 

Fifth   Month. 

1.  Decimals:    Definitions,  Notation,  Numeration. 

2.  Decimals:  Addition  and  Subtraction.     - 

3.  Decimals:  IvIultipUcation  and  Division. 

4.  Decimals:    Reduction  and  Miscellaneous  Examples. 

Sixth   Month. 

1.  Percentage  correlated  with  Fractions. 

2.  Simple  Interest. 

3.  Miscellaneous  Examples. 

4.  General  Review. 

6— GEOGRAPHY. 

First  Month.— The  Introductory  Lessons.     Review  Work. 
Second  Month. — A  Study  of  North  America.    Review  Work. 
Third  Month.— A  Study  of  South  America. 
Fourth    Month. — Europe  completed  per  text-book. 
Fifth  Month. — Asia  studied  and  reviewed. 
Sixth   Month. — Africa,  Australia  and  Islands. 

7— PHYSIOLOGY. 

First  Month. — The  Organs  of  Breathing,  the  Hygiene  of  Breathing. 
Ventilation. 

Second  Month. — A  Study  of  Animal  Heat.  Secretary  Organs. 
Hygiene  of  Secretion. 

Third  Month. — The  Nervous  System.  The  Work  and  Hygiene  of 
the  Nervous  System. 

Fourth  Month. — Diseases  of  the  Nervous  System.  The  Eye  and 
the  Ear. 

Fifth  Month. — Taste  and  Smell.    The  Sense  of  Feeling.   Bacteria. 

Sixth  Month. — Some  Common  Diseases.     Colds  and  Emergencies. 

146 


SUGGESTIONS. 

Read  the  suggestions  for  Fifth  Grade  Physiology.  AH  the  lessons 
in  the  text-book  are  more  or  less  important;  but  the  lessons  on  Ven- 
tilation, Clothing  and  Diseases  are,  probably,  the  most  valuable  be- 
cause they  are  under  our  control. 

The  pupils  should  be  taught  how  to  breathe.  They  should  know 
how  to  ventilate  rooms  and  the  results  of  bad  ventilation.  They  should 
be  led  to  observe  violations  of  the  laws  of  ventilation  and  encouraged 
to  help  bring  about  reforms  along  these  lines.  Especially  the  school 
house  should  be  studied  and  its  ventilation  and  heating  made  right. 
Methods  of  heating  houses  should  be  discussed  in  connection  with 
ventilation.     See  to  it  that  this  work  does  not  stop  with  mere  talk. 

The  subject  of  clothing  on  pages  164  and  165  should  be  carefully 
studied  and  supplemented.  Samples  of  the  various  kinds  of  goods 
used  for  clothing  should  be  brought  to  school  and  studied. 

The  chapters  on  bacteria,  and  diseases  deserve  careful  study.  In 
fact,  every  lesson  that  teaches  the  child  how  to  keep  healthy  and  how 
to  avoid  disease  should  be  emphasized  at  the  expense  of  facts  merely 
interesting. 

8— HISTORY. 

First  Month.— Part  Two.    The  Revolution  to  the  Battle  of  Trenton. 

Second  Month. — The  Revolution  from  the  Battle  of  Trenton  to 
Part  Three. 

Third  Month. — Part  Three.  Growth  of  the  Nation  from  the  organ- 
ization of  the  Government  to  the  close  of  the  War  of  1812. 

Fourth  Month|— From  the  Close  of  the  War  of  1812  to  the  Open- 
ing of  the  Civil  War. 

Fifth  Month.— The  Civil  War. 

Sixth  Month. — Part  Five,  Peace  and  Prosperity. 

9_GENERAL    EXERCISES. 
I.  Agriculture. 
1.     The  Plant. 

(a)     Parts. — Teach:  For  close  study. 

1.  Definition  of  cell,  root  hairs,  root,  stem,  leaves. 

2.  The  parts  of  the  plant. 

3.  The  uses  of  the  different  parts. 

a.  The  stem — to  support  the  plant  and  convey  the  sap. 

b.  The  root— ito  anchor  the  plant  and  convey  sap. 

c.  The  root  hairs  (single  celled) — to  gather  and  absorb  plant 
food  and  water. 

d.  The  leaves — to  transpire  water  and  absorb  carbonic  acid 
gas  and  serve  as  a  labratory  where  plant  food  is  com- 
pounded chemically. 

e.  The  flowers — to  produce  seed  and  furnish  food  for  animals 
and  man. 

4.  How  all  these  different  parts  are  adapted  to  their  uses. 

147 


5.  Point  out  relation  between  texture  of  soil  and  plant  root  sys- 
tem. Have  pupils  compare  the  root  systems  of  several  plants — grass, 
corn,  etc.,  growing  in  different  soils  and  under  different  conditions. 

6.  In  what  kind  of  soil  do  they  find  that  the  different  root  sys- 
tems have  their  best  development? 

(b)  The  Leguminous  Plants. — 

Define  leguminous,  bacteria,  ferment,  nodules. 
Teach: 

1.  The  more  important  leguminous  plants  and  their  character- 
istics. 

2.  Have  the  pupils  bring  plants  to  school  showing  nodules. 

3.  Note  size,  shape,  etc.,  of  nodules. 

4.  Explain  about  the  nodules  and  the  bacteria  they  contain.  If 
possible  get  some  inoculated  earth  and  plant  some  beans.  Note  the 
vigorous  growth  of  the  nodules  on  the  roots.  Make  clear  to  the 
pupils  that  leguminous  plants  are  necessary  to  fix  the  nitrogen  from 
the  air  in  the  soil. 

5.  Discuss  these  bacteria  by  comparison  with  others,  such  as 
found  in  yeast,  vinegar,  ferment,  sour  milk  and  cheese  ferments. 

6.  Tell  how  clover  improves  soil  by  gathering  nitrogen,  and  that 
it  takes  away  phosphorus  and  potassium  from  the  soil  the  same  as 
other  crops. 

7.  Show  the  mechanical  effects  upon  the  soil  of  deep  rooted 
plants.  Read  Parmers'  Bulletin  No.  214  on  "Beneficial  Bacteria  for 
Legumes."  This  bulletin  is  to  be  had  free  from  the  United  States 
Department  of  Agriculture,  Washington,  D.  C. 

(c)  Rotation  of  Crops. — 

On  the  subject  of  rotation  of  crops. — Teach: 

1.  Definition  of  rotation. 

2.  Reasons  for  rotation: 

a.  Different  crops  tak§  different  amounts  of  the  several  plant 

foods  from  the  soil. 

b.  Crops  have  different  methods  of  getting  some  of  their 
foods;  for  instance  clover  takes  its  nitrogen  from  the  air; 
other  plants  get  nitrogen  from  the  soil. 

c.  Some  plants  feed  deep,  some  shallow. 

d.  Different  crops,  require  different  treatment  of  the  soil. 

e.  Different  crops   mature   at   different  times. 

f.  Different  weeds  infest  different  crops. 

g.  Certain  insects  may  be  avoided  by  raising  different  crops 
for  a  few  years. 

Have  the  pupils  bring  in  samples  of  grain  grown  under  different 
systems  of  rotation.  Discuss  the  different  plans  of  rotation  followed 
by  the  farmers  in  the  neighborhood.  The  different  crops  used  in  the 
several  systems  of  rotation.     The  advantages  of  each  system. 

(d)  Selection  of  Seed.— Teach: 

1.    The  importance  of  the  selection  of  the  best  seed. 

148 


2.  How  to  choose  the  seed. 

3.  The  care  of  the  seed  during  winter. 

4.  How  to  test  seed. 

5.  Have  the  pupils  bring  in  sample  ears  of  seed  corn.    Compare: 

a.    The  size  and  the  depth  of  the  kernels. 

h.     The  number  of  rows  of  corn  on  the  ear. 

c.    Relation  of  tl^e  size  of  the  cob  to  amount  of  corn, 
d.     Length  of  the  ear. 

e.  The  degree  to  which  the  tip  of  the  ear  is  filled. 
Have  the  pupils  plant  on  blotters  in  the  school  room,  grains  of 
corn,  wheat,  rye  and  oats  and  determine  the  percentage  of  vitality 
of  each  kind.  The  brotter  must  be  kept  moist.  Discuss  in  this  con- 
nection the  preparation  of  the  ground  for  different  grains  and  the 
importance  of  thorough  preparation  before  planting.  Discuss  the 
effects  of  tilling  soil  after  planting  and  before  the  plant  appears  above 
the  ground. 

2.  Farm  Crops. 

a.  A  B  C's  of  corn  culture:  (1)  Preparation  of  seed  hed,  fall 
breaking,  8  inches  or  more;  (2)  fertilizing  seed  bed,  kind  and 
how  much;  (3)  selection  of  seed  corn  for  vitality,  quality,  and 
high  yield;  (4)  often  and  shallow  cultivation  from  planting 
until  corn  is  in  full  tassel. 

b.  Pick  out  some  other  crop  that  is  important  in  your  locality 
and  treat  it  as  with  corn  above.  Consult  some  work  on  agri- 
culture for  detailed  facts. 

3.  Garden  and  Orchard. 

a.  Pear — varieties,  uses  as  food,  canning,  storing  for  winter. 

b.  Radishes,  beets,  varieties,  uses,  marketing. 

4.  Domestic  Animals. 

a.  Sheep — value  as  meat,  care  and  cooking  of  mutton. 

b.  Beef  cattle— marketing,  care  of  meat. 

c.  Poutry — feeding  and  care  of  young  and  old,  gathering  and 
care  of  eggs  for  hatching  and  marketing. 

5.  The  Plant. 

a.  How  plants  are  reproduced  from  seeds,  cuttings,  bulbs,  etc. 

b.  Evil  conditions,  diseases,  and  pests. 

6.  Miscellaneous. 

a.  Irrigation — reasons,  methods,  value,  crops  that  need  it. 

b.  Cold  frames — how  made,  plants  so  grown,  value  to  farm. 

c.  Weeds  and  grasses — varieties  good  and  bad;   in  pastures  and 

cultivated  fields. 

II.  Nature  Study. 
1.    Animals. 

a.  Domestic:  Pigeons. 

b.  Birds:  Hairy  woodpecker,  crossbills,  wood  pewee,  red-breasted 
grosbeck,  veery,  hous  wren,  warbling  vireo,  white-throated 
sparrow,  fox  sparrow. 

149 


c.  Frogs  and  salamanders:  Wood  frog,  red-backed  salamander. 

d.  Fishes:  Bass,  rock,  black,  large  and  small  mouth. 

e.  Insects:  Borers,  cabbage  worm,  tiger  beetle,  squash  bugs, 
botfly,  apple  maggot,  house  ants. 

f.  Earthworms,  moles,  shrews. 

2.  Plants. 

a.  Wild  flowers:  F'oam  flower,  early  rue,  dogbane,  daisy  fleabane, 

speckled   alder,   purple     gerardia,     celandine,     willow     herb, 
clematis,  butter  and  eggs,  poison  hemlocks. 

b.  Garden:   Cabbage,  turnip,  mustard. 

c.  Fruit:  Cherry,  peach. 

d.  Trees:  Birch,  pine,  tulip,  sycamore. 

e.  Flowerless  plants:  Apple  scab,  rose  mildew,  peach-leaf  curl, 
peach  yellows. 

3.  General. 

Stars,  comets,  planets. 

III.  Household  Arts. 

1.  The  pantry  and  cellar. 

a.  Pantry — purposes  and  uses;  proper  place  for  dishes;  storage 
of  utensils  not  frequently  used  in  kitchen. 

b.  Cellar — ventilation,  light,  cleaning;  storage  of  fruit,  winter 
vegetables. 

2.  Food. 

a.  Meat:  Kinds — pork,  beef,  mutton,  chicken;  care  of  uncooked 
meat;  characteristics  of  good  meat;  food  value;  preparation 
and  cooking;  method  of  cutting  up  carcasses. 

b.  Eggs — food  value;  care  and  preservation;  how  to  tell  fresh 
eggs;   methods  of  cooking;   combinations  with  other  foods. 

3.  Clothing.     Silk — source;   care  of  silkworm;   where  produced;  man^ 
ufacture;  imitations;  uses  as  wearing  apparel. 

4.  The   mosquito — how  produced,   places   of  production,   life  history, 
methods  of  extermination,  as  a  producer  of  malaria. 

5.  Lighting   systems — history   through   torch,     candle,     lamps,     gas, 

electricity,  acetylene  lights,  methods  of  improving  present  ways, 
care  of  lamps,  home  systems  of  acetylene  lights. 

6.  Sewing. — In  this  grade  a  large  variety  of  stitches  should  be  learned 

A  simple  cardboard  loom  may  be  made  to  illustrate  weaving  and 

darning. 

Stitches  taught:  Basting,  running,  back  stitching,  hemming  over- 
casting, over-handing,  gathering. 

Warp  and  woof  explained,  and  kinds  of  weaves  to  be  recognized 
Samples  of  goods  should  be  obtained  at  the  stores  and  the  names 
and  cost  learned. 

Mending:  Darning  stockings,  mittens  and  woolen  cloth.  Patching 
muslin  and  gingham. 

150 


SEVENTH  YEAR. 


TEXT  BOOKS. 

STATE  ADOPTION. — Fifth  Reader;  Copy,  No.  5;  Pronouncing 
Speller;  New  English  Grammar;  Practical  Arithmetic;  Natural  Com 
plete  Geography;  Elementary  Physiology;  Eclectic  History  of  the 
United  States;  Kentucky  History;  Civil  Government;  Writing  in 
English. 

SUPPLEMENTARY  BOOKS  (Suggested).— Jones'  Reader,  No.  7; 
Stepping  Stones,  No.  7;  Brooks'  Reading  ,by  Grades,  VII;  Lights  to 
Literature,  Bools.  VI;  Cyr's  Reading  by  Grades,  Book  VII;  Courtship 
of  miles  Standish;  Carpenter's  Industrial  Reader.  Foods;  Secrets  of 
the  Woods. 

CORRELATIONS  AND  ALTERNATIONS. 

1.  Teach  the  Seventh  Grade  Course  during  the  School  Year  1911-12 
and  1913-14,  omitting  the  Eight  Grade  Course  entirely  these  years. 

2.  Alternate  Fifth  Reader  with  Kentucky  History,  giving  about 
twice  as  much  time  to  Reading  as  to  the  History. 

3.  Correlate  Writing  especially  with  Composition,  and  m  a  gen- 
eral way  with  all  the  other  studies.    Use  it  as  a  mode  of  expression. 

4.  In  Spelling,  correlate  the  "difficult  words  of  the  month"  with 
the  studies  from  which  they  have  been  selected.  Correlate  the  spell- 
ing of  names  and  the  work  in  defining  with  Reading  and  History;  the 
synonyms  anu  pronouncing  lessons  with  Reading;  and  all  the  other 
lessons  with  Grammar  and  Composition.  A  few  minutes  at  the  be- 
ginning of  each  recitation  should  be  given  to  spelling  and  word  study. 

5.  Alternate  Grammar  and  Composition,  correlating  the  Poem 
and  the  Picture  Study  with  Composition.  Give  about  the  same  amount 
of  time  to  each  subjec'c. 

6.  Alternate  Geography  and  Physiology,  giving  the  first  two  weeks 
of  each  month  to  Geography  and  the  last  two  to  Physiology,  or  the 
first  and  third  weeks  to  Geography  and  the  second  and  fourth  to 
Physiology,  or  alternate  by  "method  wholes."  Do  not  alternate  by  the 
day. 

7.  Alternate  United  State  History  and  Civil  Government,  giving 
about  twice  as  much  time  to  the  History  text  as  to  the  Civics  text; 
but  correlate  Civics  with  the  History  where  it  can  be  done. 

8.  Correlate  the  Fifth  Reader  Lesson  with  History,  Geography, 
Civics  and  Physiology  where  the  lessons  bear  upon  or  throw  light  upon 

151 


those  subjects.     Occasionally  a  reading  lesson  may  be  used  as  tha 
basis  of  a  Grammar  or  a  Composition  Lesson. 

9.  For  correlations  of  General  Exercises,  see  suggestions  under 
Eighth  Grade  for  same  topics. 

10.  The  Seventh  Grade  Students  and  the  Eighth  Grade  Students 
constitute  one  class,  the  Fifth  Class  of  the  School,  and  they  recite  the 
same  lessons. 

SYNOPSIS  OF  SEVENTH  YEAR  COURSE. 

1.  Reading:  The  First  forty-five  selections  as  planned  by  the  month. 

2.  Writing:   Copy  Book  No.  5.     Outlined  Course. 

3.  Spelling:  Course  as  outlined  by  the  month. 

4.  Grammar:  The  Introduction,  Part  One,  and  Part  Three. 

5.  Composition:  Writing  in  English  as  Outlined. 

6.  Arithmetic:  Fractions,  Decimals  and  Percentage. 

7.  Geography:    The  United   States;    the  Minor  Countries  of  North 

America,  and  South  America. 

8.  Physiology:   Text  completed  through  Lymphatic  System. 

9.  History:  From  the  Settlement  of  Virginia  to  the  Adoption  of  the 

Constitution  inclusive.     Kentucky  History  correlated. 

10.  Civics:    Study   Family,    School,    City,    County   and   Part   Two   of 

Text. 

11.  General  Exercises:  Singing,  Drawing,  Handwork,  Agriculture  and 

Household  Arts. 


COURSE    OUTLINED    BY    THE    MONTH. 

1_READING  AND   LITERATURE. 

First  Month. 

For  Study  and  Practice  in  Class. 

Prose:  The  Country  Visitor,  Will's  Dream  of  the  World  and  The 
Discontented  Pendulum. 

Poetry:   The  Villiage  Blacksmith  and  the  Corn  Song. 

For  Reading  and  Practice. 

Prose:  The  Discovery  of  the  Mississippi  and  the  Discovery  of  Lake 
Champlain. 

Poetry:  Carcassonne. 

Second  Month. 

For  Study  and  Practice  in  Class. 

Prose:  Three  Hundred  Spartans  and  the  Darker  Side  of  a  Picture. 
Poetry:  Death  of  the  Flowers  and  Mariner's  Dream. 
For  Reading  and  Practice. 

Prose:  A  Whaling  Adventure  and  a  Balloon  Ascension. 
Poetry:  Whip-Poor- Will  and  Rain  on  the  Roof. 

152 


Third   Month. 

For  Study,  and  Practice. 

Prose:  The  \  -nomous  Worm  and  Little  Annie's  Ramble. 

Poetry:  Reaper  and  the  Flowers  and  Break,  Break,  Break. 

For  Reading  and  Practice. 

Prose:  The  Sick  Scholar  and  Hannah  Binding  Shoes. 

Poetry:  An  April  Day  and  The  Heritage. 

Fourth  Month. 

For  Study  and  Practice. 

Prose:  A  Speech  Before  the  Virginia  Convention  and  The  Men  To 
Make  a  State. 

Poetry:  What  Constitutes  a  State  and  the  Song  of  the  River. 

For  Reading  and  Practice. 

Prose:  The  Town  Pump,  The  First  Sunday  at  Wakefield,  and  The 
Riot  and  Belshazzar's  Feast. 

Fifth   Month. 

For  Study  and  Practice. 

Prose:  Supposed  Speech  of  John  Adams  and  Alexander's  Triumph. 
Poetry:   The  Vision  of  Belshazzar  and  the  Recessional. 
For  Reading  and  Practice. 

Prose:  A  Chase  in  the  English  Channel,  The  Rising,  and  My 
Castles  in  Spam. 

Poetry:  True  Wisdom. 

Sixth   Month. 

For  Study  and  Practice. 

Prose:  The  Two  Roads  and  Prairie  P^res. 

Poetry:  The  American  Flag  and  The  Chambered  Nautilus. 

For  Reading  and  Practice. 

Poetry:  Abou  Ben  Adhem  and  The  Humble  Bee. 

SUGGESTIONS  AND  DIRECTIONS 

1.  The  Seventh  and  the  Eighth  Year  courses  may  be  alternated; 
i.  e.  all  the  students  in  Fifth  Reader  may  read  the  Seventh  Year 
Course  one  year,  and  the  Eighth  Year  Course  the  next  year.  In  this 
way  every  student  will  get  the  whole  book,  but  not  in  the  same  order. 

2.  The  method  of  teaching  the  Fifth  Reader  is  largely  the  same 
as  that  in  the  Fourth.  The  class,  however,  should  be  trained  to  go 
deeper  into  the  literature  of  the  selections.  The  teacher  should  aim 
at  inculcating  in  the  children  a  love  for  and  an  appreciation  of  good 
reading. 

153 


3.  There  should  be  an  hour  set  apart  every  day  upon  the  pro- 
grdTm  for  silent  reading  for  students  in  the  Fourth  and  Fifth  Readers. 
Students  should  form  the  habit  of  reading  good  and  useful  books.  It 
is  a  preservative  from  vice.  Teachers,  in  some  way,  should  secure 
as  many  useful,  interesting  books  as  there  are  Fourth  and  Fifth  Reader 
students,  so  each  student  may  have  one  every  day.  The  selections 
in  the  readers  should  give  the  students  a  taste  for  more  from  the 
same  authors.  Thus  when  the  class  has  read  "An  Old  Fashioned 
Girl,"  the  girls  and  boys  of  the  class  should  be  anxious  to  read  more 
from  Miss  Alcott  as  "Little  Women,"  "Little  Men,"  etc.  When 
"The  Village  Blacksmith"  has  been  read  and  enjoyed,  the  students 
should  at  once  read  more  from  Longfellow.  After  the  class  has  read  "A 
Chase  in  the  English  Channel,"  the  teacher  should  let  them  read 
"The  Pilot"  from  which  it  is  taken, 

4.  An  outline  of  the  steps  in  teaching  the  selections  of  the 
Fifth  Reader  follows  below: 

(1)  Silent  reading  of  the  entire  selection  at  the  seats. 

(2)  A  study  of  difficult  words  as  to  spelling,  meaning  and  use. 

(3)  Study  of  lesson  by  paragraph  or  by  stanza. 

(4)  Oral  reading  of  the  lesson;  aim  at  good  elocution. 

(5)  Discover  and  explain  the  allusions  if  any. 

(6)  The  grammar  of  the  sentences  should  be  noted  where  it  is 
necessary  to  bring  out  the  meaning. 

(7)  The  selection  should  be  classed,  as  narrative,  epic,  drama, 
etc. 

(8)  If  the  lesson  is  a  selection  from  a  larger  production  it  should 
be  related  as  "Antony's  Oration"  with  Shakespeare's  "Caesar." 

(9)  Students  should  be  led  to  discover  the  grand  divisions  of  a 
"Lesson;"  e.  g,  if  the  lesson  is  an  oration,  they  should  note  the  "In 
troduction,"  the  "Argument"  and  the  "Peroration;"  if  a  story,  they 
should  recognize  the  "Climax,"  etc.  Reading  and  Composition  should 
be  closely  correlated. 

*^       (10)     Figures  of  speech  should  be  discovered  and  named  and  ex- 
plained. 

(11)  Simple  poems  should  occasionally  be  scanned,  and  the  com- 
mon "feet"  identified  and  named. 

(12)  Lastly  the  author  should  be  studied.  The  Fifth  Reader  is 
a  book  of  choice  literature;  and,  if  properly  taught,  it  will  lead  the 
children  out  into  a  wide,  rich  field  of  good  reading — and  this  is  the 
best  thing  any  school  can  do  for  any  student;  for  if  a  student  knows 
how  to  read,  and  what  to  read,  and  loves  to  read  good  books,  he  can 
and  will  educate  himself, 

5.  It  is  not  intended  that  the  above  outline  be  applied  to  every 
lesson  completely  and  exhaustively;  but  if  the  teacher  keep  the  vari- 
ous steps  in  mind,  he  will  find  time  to  do  enough  of  it  to  teach  the 
class  how  to  read. 

154 


6.  The  writer  would  strongly  urge  the  teachers  to  read  care- 
fully the  preface  to  the  text-book  and  the  elocutionary  introduction. 
Do  not  neglect  the  culture  of  the  voice  and  the  body  in  school.  Chil- 
dren should  be  encouraged  to  practice  the  exercises  out  of  school. 
No  method,  of  teaching  any  subject  is  good  unless  it  results  in  mak- 
ing the  student  independent  of  the  teacher,  and  instills  into  him  a 
desire  and  purpose  to  educate  himself.  If  we  should  be  asked  to 
criticize  modern  methods  of  teaching  school,  we  might  suggest  that 
the  teachers  in  some  schools  do  too  much  for  the  students,  and  do 
not  require  them  to  do  enough  for  themselves.  A  student  should 
be  an  automobile,  not  a  wheel-barrow.  The  motive  power  must  be 
in  him,  not  in  the  teacher. 

7.  The  following  lessons  of  the  Fifth  Reader  should  be  correlated 
with  the  other  studies.  "A  Chase  in  the  English  Channel,  A  Story 
of  Chief  Justice  Marshall.  The  Last  Grand  Review.  The  Hero  in 
Gray,  The  Blue  and  the  Gray,  A  Speech  before  the  Virginia  Conven- 
tion, The  Rising,  The  Discovery  of  the  Mississippi,  The  Discovery  of 
Lake  Champlain,  The  Bivouac  of  the  Dead,  Supposed  Speech  of  John 
Adams,  On  the  Death  of  Washington,  On  the  Restoration  of  the 
Union,  and  War,"  should  be  correlated  with  History  and  should  be 
taught  so  as  to  throw  light  upon  and  feeling  into  those  events  of 
history  upon  which  they  are  based.  For  example,  "The  Last  Grand 
Review"  and  "The  Hero  in  Gray"  should  be  read  with  the  history  at 
the  close  of  the  Civil  War.  It  would  be  a  good  idea  if  some  of  the 
students  would  declaim  them.    They  give  color  to  a  dry  narrative. 

"The  Relief  of  Lucknow,  The  Pipes  of  Lucknow,  My  First  Geo- 
logical Trip,  Scenes  Among  the  Pyranees,  and  Glaciers"  should  be 
read  and  studied  in  the  Geography  class. 

"The  Town  Pump,  The  Venomous  Worm,  Results  of  Intemper- 
ance" should  be  correlated  with  Physiology  or  Civil  Government. 

"A  Danger  to  Our  Republic,  The  American  Flag,  Liberty  and  In- 
dependence, The  Men  to  Make  a  State  and  What  Constitutes  a  State" 
should  correlate  with  Civil  Government;  for  Civics  is  taught  in  public 
schools  more  for  the  sake  of  leading  the  students  to  form  correct 
opinions  about  great  public  questions  than  to  learn  simply  the  facts  of 
government. 

2— WRITING. 
SEVENTH   AND   EIGHTH   YEARS. 

The  formal  work  in  penmanship,  if  well  taught,  should  have  been 
finished  with  the  sixth  year,  leaving  the  seventh  and  eighth  years 
for  the  study  of  the  commercial  forms,  and  business  and  social  corl- 
respondence.  Howevei",  in  all  this  work,  do  not  neglect  the  pen- 
manship side,  neither  should  the  English  composition,  punctuation, 
etc.,  be  forgotten.  The  striking  characteristics  of  good  work  along 
this  line  are  what  might  be  called  system,  which  includes  artistic 
arrangement,  uniformity,  accuracy,  etc.  Teach  suitable  content  of 
subject  matter  and  see  that  the  penmanship  is  neat,  smooth  and 
legible. 

155 


First  Month. 

Business  Letters — The  most  natural  course  should  be  pursued  in 
writing  business  letters.  The  letter,  as  a  rule,  should  be  short  and 
to  the  point.  Above  all,  the  business  letter  should  be  courteous  and 
written  in  a  business-like  manner. 

The  arrangement  of  the  various  parts  of  the  letter  may  seem 
unimportant,  yet  certain  forms  have  become  established  among  busi- 
ness men  and  the  recognition  of  these  forms  facilitates  corres- 
pondence and  secures  a  systematic  method  in  letter  writing.  Secure 
a  text  on  letter  writing  and  study  the  arrangement  of  parts,  after 
which  gather  data  and  prepare  business  letters  pertaining  to  various 
kinds  of  business. 

Second  Month. 

Social  Letters. — There  are  many  kinds  of  social  letters.  Among 
them  may  be  mentioned,  letters  of  friendship,  social  letters  of  intro- 
duction, letters  of  sympathy  or  condolence,  letters  of  congratulation, 
letters  of  advice,  letters  of  recommendation,  etc. 

The  technique  of  a  social  letter  is  similar  to  that  of  the  business 
letter.  It  is  quite  difficult  to  give  suggestion  for  writing  letters  of 
friendship.  The  writer  must  adapt  the  style  to  the  nature  of  the  case. 
Secure  data  and  write  a  letter  under  each  head  named  above  with 
•answer  to  the  same. 

Third  Month. 
$120.60.  Frankfort,  Ky.,  Mar.  30,  1913. 

One  year  after  date  I  promise  to  pay  W.  L.  Jones,  or  order,  at 
First  Natl.  Bank,  Frankfort,  One  Hundred  and  Twenty,  60-100  Dollars, 
for  value  received.  E.  M.  BARTLETT. 

r       i  .  '    ,       ^    ,.    .    ,  . 

Notes. — What  is  a  note?  What  words  make  a  note  negotiable? 
Do  notes  figure  largely  in  the  commercial  world?  Distinguish  be- 
tween an-individual  note  and  a  joint  note.  Write  a  demand  note. 
What  is  an  indorsement?  What  is  the  maker  of  the  note,  who  is  the 
payee? 

Furnish  data  and  give  pupils  practice  on  all  kinds  of  notes.  Cor- 
relate with  Arithmetic. 

Fourth  Month. 
$500.65.  Frankfort,  Ky.,  March  30,  1913. 

FIRST  NATIONAL  BANK. 

Pay  to  the  order  of  M.  L.  Brown  $500.65,  Five  Hundred  65-100 
Dollars.  O.  P.  BERNARD. 

The  Check. — Negotiable  paper  is  used  as  the  great  instrument  of 
modern  commerce.  Teach  something  of  the  greii  system  of  banking. 
The   National   Bank.     The   State   Bank.     The   Private   Bank.     Teach 

156 


metliod  of  depositing  cash  in  bank,  certified  check,  deposit  slip,  the 
check.  Secure  forms  from  bankers  and  teach  these  forms  in  a  prac- 
tical way.  Much  valuable  information  may  be  secured  from  a  study 
of  our  national  banking  system.  In  check  who  is  the  drawer,  who 
the  payer,  who  the  payee?    Correlate  with  Seventh  Grade  Arithmetic. 

$565.80.  Frankfort,  Ky.,  Mar.  22,  1913. 

At  five  days'  sight  pay  to  the  order  of  Z.  T.  Brown  &  Co.,  Rich- 
mond, Ky.,  Five  Hundred  and  Sixty-five,  80-100  Dollars.  Value  re 
ceived  and  charge  the  same  to  the  account  of  W.  L.  BROWN. 

To  James  Hather  &  Co. 

The  Draft. — The  draft  is  perhaps  the  oldest  class  of  negotiable 
paper.  Drafts  are  divided  into  two  classes,  foreign  and  domestic. 
Foreign  bills  of  exchange  are  drawn  on  parties  residing  in  foreign 
lands,  and  are  usually  drawn  in  sets  of  three  to  provide  against  pos- 
sible loss  in  transportation  at  great  distances.  When  one  has  been 
paid,  the  others  are  void.  Domestic  bills  of  exchange,  commonly 
called  the  draft,  are  drawn  upon  parties  residing  in  the  same  country 
with  the  drawer  of  the  draft.  Who  is  the  drawer,  who  the  drawee, 
who  the  payee?  Distinguish  between  sight  draft  and  time  draft.  De- 
fine acceptance.  Secure  data  and  write  time  drafts,  sight  drafts,  for- 
eign bills  of  exchange.     Correlate  with  Eighth  Grade  Arithmetic. 

Fifth  Month. 

$225.00.  Richmond,  Ky.,  Mar.  25,  1913. 

Received  from  K.  L.  Jones,  Two  Hundred  twenty-five,  00-100  Dol- 
lars in  full  of  account  to  date.  S.  L.  ROYER  &  COMPANY. 

Receipts. — The  receipt  should  state  clearly  for  what  account  it 
was  given.  It  should  contain  the  exact  date,  and  place  it  was  given 
as  well  as  the  amount. 

Sixth  Month. 

Study  bills  and  due  bills.  Bills  may  be  given  for  goods  or  ser- 
vices rendered. 

Secure  bill  heads  from  business  men,  and  teach  pupils  the  cor- 
rect forms,  after  which  prepare  data  and  have  pupils  rule  paper  in 
proper  form  and  make  bills  of  various  kinds'.    Write  a  due  bill. 

Teach  cash  account  and  merchandise  account  as  well  as  per- 
gonal account. 

Recapitulation. — Review  the  work  of  the  year  this  month,  giving 
special  emphasis  to  business  and  social  correspondence.  See  that 
each  pupil  is  able  to  frame  up  and  execute  a  letter  in  a  business-like 
way  before  leaving  the  subject. 

Most  of  the  work  suggested  for  the  Writing  Class  in  the  7th  and 
8th  years  should  be  done  at  the  seats.     All  of  it  may  be  correlated 

157 


with  Aritlimetic  and  Language.  The  correct  form  should  be  written 
on  the  board,  and  the  students  should  present  their  work  at  times 
convenient  to  the  teacher.  Especially  should  children  be  taught  to 
keep  accounts  correctly.  Expense  accounts  should  be  kept  at  the 
homes.  The  habit  of  keeping  accounts  has  a  tendancy  toward  mak- 
ing careful  business  men — and  the  Farmer  is  a  Business  Man. 

3— SPELLING  AND  WORD  STUDY. 
First  Month. 

1.  Pronounce  and  spell  the  difficult  words  of  the  month,  such 
as  the  following:  multiple,  denominate,  discourse,  language,  expo- 
sition, Appalachian,  Piedmont,  cyclonic,  agriculture,  oxidation,  dioxide, 
amoeba,  osseous,  colonial,  Claybourne,  Separatists,  Winthrop,  govern- 
ment, citizenship,  trustee. 

2.  Spell  commercial  terms  in  Lessons  188  and  196. 

3.  Learn  and  apply  Rule  1  for  Spelling  in  Lessons  11  and  12, 
Part  Two. 

4.  Synonyms  in  Lesson  227. 

5.  Pronounce  words  in  Lesson  160,  Part  Two. 

6.  Word-building:  Lists  of  words  to  which  ance  is  suffixed  as 
in  Lesson  35,  Part  Two. 

7.  Unclassified  Lists:  Lessons  1,  2,  3,  4,  5,  and  6,  Part  Two. 

Second  Month. 

1.  Pronounce  and  spell  the  difficult  words  of  the  month,  such  as 
the  following:  commission,  discount,  nominative,  interrogative,  in- 
dustrial, Connecticut,  Pennsylvania,  Syracuse,  biceps,  sphincters, 
elimination,  salivary,  Stuyvesant,  Cromwell,  Model,  Covenanters,  mag- 
istrate, superintendent,  constable,  supervisor. 

2.  Spell  the  names  quadrupeds  in  Lesson  38. 

3.  Learn  and  apply  Rule  2  for  spelling  in  Lessons  15  and  16, 
Part  Two. 

4.  Synonyms  in  Lesson  230. 

5.  Pronounce  words  in  Lesson  161,  Part  Two. 

6.  Word-building:  Lists  to  which  a  I  can  be  suffixed  as  in  Les- 
son 41,  Part  Two. 

7.  Lessons  69,  70,  86,  Part  Two,  correlated  with  Grammar. 

8.  Unclassified:  Lessons  7,  8,  and  10,  Part  Two. 

Third  Month. 

1.  Pronounce  and  spell  the  difficult  words  of  the  month,  such  as 
the  following:  profit,  revenue,  description,  comparison,  Cleveland, 
dairying,  Indianapolis,  Louisville,  pharynx,  gastric,  coecum,  intestine, 
Schenectady,  Acadia,  Pontiac,  Abercrombie,  municipal,  ordinance, 
policeman,  institutions. 

158 


2.  Spell  the  names  of  birds  in  Lesson  44,  Part  Two. 

3.  •  Learn  and  apply  Rule  3  for  spelling  in  Lessons  22  an<J  27, 
Part  Two. 

4.  Synonyms  in  Lesson  232. 

5.  Pronounce  words  in  Lesson  162,  Part  Two. 

6.  Word.building:  Lists  to  which  able  and  ibie  are  suffixed  in  Les- 
son 46,  Part  Two. 

7.  Lessons  23,  129,  133,  and  135,  Part  Two,  correlated  with 
Grammar. 

8.  Unclassified:    Lessons  13  and  19,  Part  Two. 

Fourth   Month. 

1.  Spell  and  pronounce  the  difficult  words  of  the  month,  such  as 
the  following:  indorsement,  proceeds,  auxiliary,  intransitive,  Wyo- 
ming, plateau,  canyon,  tabernacle,  proteid,  albumen,  cellulose,  casein, 
pamphlets,  Franklin,  massacre.  Gospel,  function,  constitution,  priv- 
ilege, tyranny. 

2.  Spell  the  names  of  games  as  in  Lesson  51,  Part  Two. 

3.  Define  words  in  Lesson  43,  Part  Two. 

4.  Synonyms  in  Lesson  233. 

5.  Pronounce  words  in  Lesson  163,  Part  Two. 

6.  Word-building:  Lists  to  which  ous  is  suffixed  in  Lesson  49, 
Part  Two. 

7.  Lessons  25  and  130,  Part  Two,  correlated  with  Grammar. 

8.  Unclassified:  Lessons  21,  31,  32,  37,  Part  Two. 

Fifth  Month. 

1.  Pronounce  and  spell  the  difficult  words  of  the  month,  such  as 
the  following:  bankruptcy,  involution,  conjugation,  synopsis,  par- 
liament, Montreal,  Guatemala,  Tehuantepec,  oxygen,  enamel,  dys- 
pepsia, cardiac,  Burgoyne,  Mecklenburg,  Hessians,  Declaration,  legis- 
lative, biennial,  executive,  qualifications. 

2.  Spell  the  musical  terms  in  Lesson  57,  Part  Two. 

3.  Define  words  in  Lesson  47,  Part  Two. 

4.  Synonyms  in  Lesson  236. 

5.  Pronounce  words  in  Lesson  164,  Part  Two. 

6.  Word-building:  Lists  to  which  ty  and  Ity  are  suffixed  in  Les- 
son 52,  Part  Two. 

7.  Unclassified:  Lessons  50,  56,  58,  59,  60  and  61,  Part  Two. 

Sixth   Month. 

1.  Pronounce  and  spell  the  difficult  words  of  the  month,  such  as 
the  following:  plastering,  kalsomining,  coordinate,  adversative,  Bra- 
zil, Magellan,  Titicaca,  Chile,  artery,  coronary,  mesentery,  corpuscle, 
Schuyler,  Monmouth,  D'Estang,  Cornwallis,  judicial,  administer,  crim- 
inal, decision. 

159 


2.  Spell  names  of  animals  in  Lesson  71,  Part  Two. 

3.  Define  words  in  Lesson  114,  Part  Two. 

4.  {Synonyms  in  Lesson  239. 

5.  Pronounce  words  in  Lesson  166,  Part  Two. 

6.  Word-building:  Lists  to  which  ion  is  suffixed  as  in  Lesson  55, 
Part  Two. 

7.  Unclassified:  Lessons  63,  C8,  73,  75,  76  and  77,  Part  Two. 

SUGGESTIONS  AND  DIRECTIONS. 

The  Seventh  and  Eighth  year  courses  should  be  taught  alternate 
years  in  crowded  schools,  and  in  all  one-room  schools. 

The  difficult  words  of  the  month  to  be  spelled  and  pronounced 
should  be  taught  in  connection  with  the  s,tudies  from  which  they  are 
taken,  the  words  from  Arithmetic  in  the  Arithmetic  Class,  etc.  Take 
pains  to  cultivate  the  habit  of  carefully  observing  words  that  may 
be  needed  in  expression. 

The  synonyms  and  antonyms  throughout  the  full  course  should 
be  taught  in  correlation  with  the  Language  Lessons. 

Words  to  be  defined  and  pronounced  should  be  taught  with  the 
reading  lessons. 

The  spelling  of  names,  the  word-building  and  tho  unclassified 
lists  constitute  the  "spelling  lesson."  All  lessons  indexed  as  correl- 
ated should  be  taught  in  the  class  with  which  they  are  correlated. 

4  and  S^GRAMIVJAR  AND   COIVIPOSITION. 
First  Month. 

1.  Grammar:  Teach  the  Introduction  and  Review  the  Etymology  and 

Syntax  of  Part  One. 

2.  Composition:    Description.     Chapters  I,   II  and  V  to  be  read  by 

the  students.    Four  descriptions  to  be  written  during  the  month. 

3.  Poem:   The  Village  Blacksmith. — Longfellow. 

4.  Picture:    Whistler's  Mother. — Whistler. 

Second   Month. 

1.  Grammar:    Begin  with  Part  Three  and  teach  the  Noun  and  the 

Pronoun. 

2.  Composition:   Narration.     Chapter  VII  to  be  read  by  the  students 

for  suggestions  and  directions.     Four  narrations  to  be  written 
during  the  month. 

3.  Poem:  Reaper  and  Flowers. — Longfellow. 

4.  Picture:  The  Brookside. — Hart. 

Third  Month. 

1.  Grammar:  Study  the  Adjective. 

2.  Composition:    "Paragraphing   and    Unity."    Chapters    III,    IV    and 

VI  to  be  carefully  read  and  applied.     Two  descriptions  and  two 
narrations  to  be  written  during  the  month. 

160 


4  C      »'     • 


3.  Poem:  The  Legend  Beautiful. — Longfellow. 

4.  Picture:  Pilgrims  Going  to  Church. — Boughton. 

Fourth   Month. 

1.  Grammar:    The    Verb — definitions,    and    classification;    Voice    the 

Participle  and  its  classes;   the  Infinities;   Principal  and  Auxil- 
iary Verbs. 

2.  Composition:    "Sentence    Forms,"    "Clearness    in   Writing,"    "Em- 

phasis in  Writing."    Chapters  VI,  VIII  and  X  to  be  studied  One 
each  of  description,  narration,  exposition  and  argument  to  be 
written. 

3.  Poem:   Song  of  the  Potter. — Longfellow. 

4.  Picture:    Landing  of  the  Pilgrims. — Rothermel. 

1.  Grammar:   Continue  the  study  of  the  Verb  and  its  properties,  the 

Unipersonal    Verbs,    Conjugation,    Negative    Forms,     Irregular, 
Defective,  Redundant  and  Auxiliary  Verbs. 

2.  Composition:    "Letter  Writing,"   and   "Figures   of   Speech,"   Chap- 

ters XI  and  XII  to  be  read  carefully  and  applied.    Four  letters 
to  be  written. 

3.  Poem:   Paul  Revere's  Ride. — Longfellow. 

4.  Picture:    Washington   Crossing  the   Delaware. — Leutze. 

Sixth  Month. 

1.  Grammar:    Teach   the   Adverb,   the   Preposition,   the   Conjunction 

and  the  Interjection. 

2.  Composition:    "Choice   of  Words,"   "Exposition     and     Arugment." 

Chapters   XIII   and  XIV  to   be   read   and   applied.     Two   expo, 
sitions  and  two  arguments  to  be  written  this  month. 

3.  Poem:    Evangeline. — Longfellow. 

4.  Picture:    Signing  the  Declaration  of  Independence. — iTrumbuII. 

SUGGESTIONS  AND  DIRECTIONS. 

1.  Alternation. — Seventh  year  language  should  be  taught  during 
the  school  year  1911-12,  and  eighth  year  language  during  the  school 
year  1913*. 

2.  In  Seventh  Year  Language  the  emphasis  is  placed  upon  ety- 
mology ,  in  Eighth  Year  Language,  upon  Syntax.  For  students  who 
have  had  the  preparation  of  the  fifth  and  sixth  year  courses  it  is  im- 
material whether  etymology  or  syntax  be  completed  first. 

3.  The  aim  should  be  to  make  the  children  in  the  public  school 
acquainted  with  the  plain  principles  of  grammar  and  their  applic- 
tions  to  ordinary  speech.  Disputed  questions  of  grammar  and  very 
difficult  sentences  should  not  be  brought  to  the  attention  of  young 
students. 

4.  Grammar  is  elementary  logic;  the  analysis  of  a  sentence  is 
the  analysis  of  the  thought  in  the  sentence.  Much  practice  should 
be  given  sentence  analysis. 

5.  The  students  should  write  at  least  four  compositions  a  month 
giving  at  least  two  days  to  each  one,  this  work  with  two  lessons 

161 
C.  S.— 6 


given  to  the  poem  and  the  picture  take  up  half  the  month.     Not  less 
than  this  should  be  given  to  Composition. 

6.  Encourage  the  students  to  read  the  Composition  text-book 
out  of  school.  The  teacher  should  read  carefully  the  preface  to  the 
text-book.  The  work  in  composition  should  be  closely  correlated 
with  the  reader.  Students  should  be  led  to  identify  the  kinds  of  com- 
position— narration,  description,  exposition,  and  argument — in  their 
readers.  The  study  of  paragraphing  in  Language  and  Reader  should 
proceed  together.  Also,  the  students  should  note  the  "unity  in  sen- 
tences" in  the  reader  and  the  "clearness  and  emphasis"  in  writing. 
They  should  be  led  to  note  the  figures  of  speech  and  the  choice  of 
words  in  their  reading  lessons.  In  short,  the  students  can  learn  much 
by  imitating  the  style  of  their  readers. 

7.  Composition  should  be  correlated  with  all  other  branches. 
The  students  should  write  the  analysis  of  problems  and  sentences — 
this  is  exposition.  They  should  write  in  connection  with  geography 
and  physiology — this  is  description.  They  should  write  biographies 
and  historical  statements— this  is  narrative.  They  should  write  upon 
the  duties  of  a  citizen  in  civics — this  is  argument. 

8.  Composition  should  be  closely  correlated  with  the  actual  life 
of  the  students.  Let  the  boys  describe  the  best  method  of  cultivating 
corn;  and  the  girls,  how  to  make  a  pudding.  Through  this  study,  lead 
the  students  to  study  their  own  environment,  and  to  talk  about  it, 
and  write  about  it.  Children  had  better  write  about  strawberries  than 
astrology,  pumpkins  than  philanthropy.  Keep  close  to  life;  idealize 
the  things  of  common  life.  Two  things  are  necessary  to  man  or 
woman— a  task  and  a  vision;  a  task  without  a  vision  makes  a  drudge; 
a  vision  without  a  task  makes  a  dreamer;  a  task  and  a  vision  makes 
a  man  or  a  woman. 

6_ARITHMETIC. 
First  Month. 

1.  Fractions:  Definitions,  Principles  and  Reduction.    92-109. 

2.  Fractions:  Addition  and  Subtraction.     109-115. 

3.  Fractions:  Multiplication  and  Division.     115-123. 

4.  Fractions:  F'ractional  Compound  Denominate  Numbers.    123-129. 

Second   Month. 

1.  Decimnals:  Notations,  Numeration  and  Reduction.    130-143. 

2.  Decimals:  Addition  and  Subtraction.     143-145. 

3.  Decimals:  Multiplication  and  Division.  145-151. 

4.  Decimals:  Decimal  Comp.  Denominate  Nos.     151-145. 

Third  Month. 

1.  Percentage:  Cases  First  and  Second.    162-165. 

2.  Percentage:   Cases  Third  and  Fourth.     166-168. 

3.  Percentage:   Miscellaneous  Examples,  169. 

4.  Percentage:    Commission.     170-173. 

162 


Fourth   Month. 

1.  Per  centage:  Trade  Discount.    173-174. 

2.  Percentage:   Profit  and  Loss.     174-176. 

3.  Percentage:  Stocks.    176-181. 

4.  Percentage:  Bonds.    176-181. 

Fifth  Month. 

1.  Percentage:   Simple  Interest.     181-190. 

2.  Percentage:   Compound  and  Annual  Interest.    190-192. 

3.  Percentage:    Partial  Payments.     192-194. 

4     Percentage:  Discount,  True  and  Bank.    194-200. 

Sixth  Month. 

1.  Percentage:   Exchange,  Domestic  and  Foreign.     200-203. 

2.  Percentage:  Insurance,  Fire  and  Life.  204-206. 

3.  Percentage:   Taxes,  State  and  Local.     207-211. 

4.  Percentage:  Federal,  U.  S.  Revenue.     211-213. 

7— GEOGRAPHY. 
First  Month. — The  United  States  as  a  Whole. 
Second  Month. — The  New  England  and  the  Middle  States. 
Third   Month.— The  Central  and  the  Southern  States. 
Fourth   Month. — The  Plateau  Section  and  the  Pacific  States. 
Fifth  Month. — The  Minor  Countries  of  North  America. 
Sixth   Month. — A  detailed  study  of  South  America. 

SUGGESTIONS  AND  DIRECTIONS. 

Man  should  know  and  understand  the  world  as  his  own  home; 
he  should  know  geography.  In  many  schools,  as  at  present  taught, 
geography  may  be  described  as  a  conglomeration  of  everything  and 
a  unification  of  nothing.  Perhaps  it  is  true  that  the  average  teacher 
can  do  little  more  than  reproduce  the  matter  of  the  text-book  in  just 
the  shape  it  is  there  presented;  but  he  can  unify  his  instruction  with 
the  idea  that  community  life  is  explained  by  its  physical  setting. 

"Know  then,  thyself;   presume  not  God  to  scan; 
The  proper  study  of  mankind  is  Man." 

Geography  should  be  more  a  study  of  man  in  his  relation  to  his 
environment.  It  should  bind  together  the  various  social  groupings 
and  their  physical  environments.  It  should  show  how  any  given  com- 
munity is  related  to  its  material  surroundings,  that  is,  the  community 
is  likely  to  be  what  it  is  largely  because  the  physical  environment  is 
what  it  is.  Not  that  man  is  a  slave  to  his  environment;  but  that  en- 
vironment is  a  large  determining  factor  in  shaping  the  destiny  of  a 
given  community.  Geography  is  not  geology  and  botany  on  the  one 
hand,  nor  is  it  a  study  in  abstract  social  science  on  the  other;  but  a 
kind  of  union  of  the  three  in  such  a  way  as  to  explain  community  life 
as  related  to  its  physical  basis. 

163 


It  is  not  intended  here  to  belittle,  in  any  sense,  the  various  kinds 
of  information  given  in  our  best  text-books.  It  is  desirable,  however,  to 
reduce  the  number  of  unrelated  details  in  order  to  give  time  to  an 
intelligent  relating  of  facts  which  explain  human  life.  To  be  more 
explicit,  the  number  of  such  questions  as  "Bound  Siberia,"  or  "What 
Cape  is  east  of  Africa?"  or  "What  city  at  the  mouth  of  the  Hudson 
River?"  or  "Where  are  the  Big  Black  Mountains?"  should  be  reduced 
to  make  room  for  such  queries  as  "What  factors  have  produced  New 
York?"  or  "Why  does  Kentucky  grow  tobacco?"  or  "Explain  the  grow- 
ing, the  storing,  the  transporting,  the  handling  and  rehandling,  and 
the  sale  and  manufacture  of  tobacco."  In  other  words,  it  is  far  more 
educative  to  trace  the  tobacco  crop  from  seed  and  plant  bed  to  plug 
and  cigar  and  to  understand  the  relation  of  this  "weed"  for  good  or  ill 
to  human  life  all  along  the  line  than  simply  to  know  that  tobacco 
grows  in  Kentucky  or  Virginia  or  Cuba. 

Again,  in  the  study  of  cities,  or  distributing  centers,  pupils  should 
be  led  to  see  that  they  are  what  they  are  because  of  their  location,  and 
the  surrounding  area.  For  example,  Chicago  is  the  product  of  a 
particular  region.  Burn  it  down,  and  phoenix-like  it  will  spring  up 
from  its  ashes  because  it  is  the  product  of  existing  economical  con- 
ditions. It  is  the  expression  of  the  physical  possibilities  of  the  area 
centering  in  itself.  Its  location  in  that  area  explains  it.  So  with  New 
York,  with  Louisville,  with  Lexington,  If  teachers  will  teach  these 
community  centers  in  the  light  of  the  conditions  which  create  them, 
pupils  will  not  forget  them  so  easily.  The  idea  is  to  substitute  clear 
and  vigorous  thinking  for  mere  memorizing  of  facts. 

Now  a  complete  geography  would  be  the  explanation  of  produc- 
ing community  after  producing  community  and  distributing  center 
after  distributing  center  in  the  light  of  the  above  suggestions,  but 
such  a  plan  is  plainly  impossible  in  the  time  at  the  disposal  of  the 
average  individual.  Probably  such  a  plan  would  even  be  undesirable, 
and,  yet,  the  idea  is  worth  while  as  a  method  of  securing  the  very- 
fruit  which  the  child  needs  as  a  result  of  the  study  of  geography. 
These  very  things  should  be  known;  and  the  method  of  studying  the 
community-life  and  the  city  in  the  light  of  conditions  which  produce 
or  modify  them,  unifies  the  mater  which  is  to  be  studied.  This  method 
explains  community  life  and  helps  the  pupil  to  understand  and  re- 
tain knowledge  which  would  otherwise  be  unrelated  and  easily  for- 
gotten; for  several  facts  closely  related  are  more  easily  understood 
and  remembered  than  one  fact  unrelated. 

These  results  may  be  obtained  in  either  of  two  ways.  1.  Types  of 
communities  might  be  worked  out  one  after  another  until  the  world 
were  fairly  well  understood.  That  is  a  succession  of  typical  com- 
munities could  be  studied  which  would  afford  the  essentials  of  the 
world's  geography.  2.  A  world  geography  might  be  developed  by  be- 
ginning with  the  local  communities  and  from  that  ascending  through 
a  series  of  larger  and  larger  areas  until  the  world  were  understood. 

164 


3.  Even  a  third  plan  might  be  evolved  through  a  union  of  the  two  pre- 
ceding plans.  That  is,  we  might  begin  with  the  local  community  and 
pass  out  in  succession  to  the  county,  the  State,  the  Nation  and  the 
World  as  is  suggested  in  the  second  plan;  and  we  might  make  a  study 
of  the  county,  the  State,  the  Nation  and  the  World  by  analyzing  each 
step  in  the  series  into  its  typical  communities  as  is  set  forth  in  the 
first  plan. 

To  make  the  idea  a  little  clearer,  suppose  we  consider  the  follow- 
ing series  of  lessons: 

1.  A  study  of  a  single  farm  as  a  type. 

2.  A  study  of  a  single  school  district  as  a  type. 

3.  A  study  of  a  community,  as  a  type. 

4.  A  study  of  a  given  county  as  a  type. 

5.  A  study  of  a  state  as  a  type. 

6.  A  study  of  a  single  nation  as  a  type. 

7.  A  study  of  a  grand  division  as  a  type. 

8.  A  study  of  the  World  as  a  unit. 

After  the  typical  farm,  school  district,  community,  county,  State, 
Nation  or  grand  division  has  been  studied,  any  other  geographic  unit 
may  be  easily  and  quickly  learned  by  comparing  and  contrasting  it 
with  the  corresponding  type  already  studied.  The  type  furnished  the 
basic  and  apperceivmg  notions.  For  example,  if  the  pupils  have  studied 
closely  one  mountain  county,  as  a  type,  all  other  counties  of  the  same 
kind,  can  be  easily  understood  through  the  type.  If  Kentucky  be 
thoroughly  studied  as  a  State,  any  other  state  can  be  understood 
through  Kentucky,  as  a  type.  The  same  plan  runs  through  the  entire 
series  of  type  studies.  The  idea  is  to  master  one  of  each  kind  of 
geographic  units  as  a  type  of  the  rest.  This  is  economy  in  teaching. 
This  is  the  second  plan  as  mentioned  above. 

The  question  now  arises  as  to  how  to  master  the  type:  Here  the 
first  plan  is  helpful;  that  is  to  analyze  the  type  into  the  various  sub- 
types which  make  it  up.  Suppose  the  class  is  studying  Kentucky  as  a 
type  of  the  various  states  which  make  up  the  Union.  Our  first  problem 
would  probably  be  to  analyze  the  state  into  the  various  kinds  of  com- 
munities which  make  up  the  State.  For  example,  we  may  think  of 
the  state  as  made  up  of  producing  and  distributing  centers;  or  we  may 
think  of  it  as  made  up  of  farming  communities,  mining  communities, 
manufacturing  communities,  lumbering  communities,  or  commercial 
communities,  etc.  Next  we  may  select  one  or  more  of  each  kind  of 
communities  to  be  studied  as  types  of  the  rest.  Having  selected  the 
types,  we  should  master  them.  Suppose  that  we  elect  to  study  a  farm- 
ing community  as  a  type  of  community-study;  and  to  be  more  explicit 
let  us  study  a  tobacco  community.  F'irst  we  may  study  the  culture  of 
the  plant.  Every  economic  fact  that  enters  into  the  production,  dis- 
tribution and  consumption  of  the  weed  should  be  touched  upon.  Sec- 
ond, we  should  study  this  industry  in  its  relation  to  all  other  industries 
of  the  community  and  see  its  relation  to  the  social  life  of  the  people. 

165 


In  the  same  way,  types  or  other  farming  communities  may  be  studied; 
and  also  types  of  other  sorts  of  communities  until  the  community  life 
of  the  State  is  understood. 

It  is  not  meant  in  these  suggestions  that  this  series  of  lessons 
be  undertaken  apart  from  the  orderly  development  of  the  subject 
in  the  text-book,  but  more  as  a  method  of  using  intelligently  the  text 
itself. 

The  following  outline  adopted  from  Gillett's  Vocational  Educa- 
tion  is  worthy  of  close  study. 

OUTLINE   OF   GEOGRAPHY   SOCIALIZED. 

1.  The  study  of  a  small  local  area,  such  as  a  farm,  to  get  the 
ideas  of  space  relations  established  and  of  human  beings  in  relation 
to  the  soil  on  the  one  hand  and  to  society  in  the  shape  of  markets 
on  the  other. 

2.  The  study  of  the  nearest  community  centered  about  a  trading 
point  in  its  various  phases. 

(a)  What  natural  advantages  caused  people  to  locate  there  and 

enable  them  to  sustain  themselves. 

(b)  The   occupations   of  the   people   based   on   the   natural   ad- 

vantages of  the  location  in  relation  to  the  larger  world. 

(c)  The  kind  of  people  as  to  nationality  and  race  in  so  far  as 

these  things  affect  the  community  life. 

(d)  Transportation  facilities,  natural  and  artificial,  as  connecting 
the  community    with  other    communities    and  as   affording 

the  advantages  of  markets  for  products  and  of  sources  of 
supplies. 

(e)  The  effect  of  the  occupations  of  the  community  on  the  peo- 

ple, their  habits,  customs,  education,  government,  religion, 
cultural  activities,  etc. 

3.  The  study  of  the  smallest  distinct  physical  division  of  the 
State  or  Nation,  that  is,  where  physical  features,  climatic  conditions 
and  resources  and  products  are  similar  and  the  whole  may  be  unified 
on  the  basis  of  the  causal  conditions.  Of  course  this  region  should  be 
the  nearest  one.  Some  of  the  leading  considerations  would  be  as 
follows: 

(a)  The   topography   in   its   area,    configuration,     altitude,     and 

water  courses  showing  how  each  of  these  bears  on  the  dis- 
tribution of  the  population. 

(b)  Climatic  conditions   in  temperature,   length  of  seasons  and 

amount  of  moisture  precipitation  with  reference  to  farm- 
ing and  other  occupations,  their  conditioning  of  kinds  of 
occupations,  products,  etc. 

(c)  Soil  and  natural  resources,  such  as  forests,  fish,  mines,  and 

waterfalls,  in  their  significance  for  farming,  lumbering, 
fishing,  mining,  and  manufacturing  industries.     The  kinds 

166 


of  soil  and  the  fertility  of  the  soil  would  further  differentiate 
occupations, 
(.d)  Populations,  races  and  nationalities  as  to  origins  and  char- 
acteristics, only  in  so  far  as  they  are  necessary  to  explain 
differences  which  retard  or  promote  the  regional  well-be- 
ing and  in  so  far  as  they  illustrate  the  larger  world. 

(e)  Industries,  in  their  bearing  on  the  location  and  distribution 

of  people,  their  reasons  for  particular  locations,  their  re- 
lation to  the  life  of  the  region,  and  their  conditioning  in- 
fluences in  the  establishment  and  maintenance  of  commer- 
cial relations  with  the  larger  world. 

(f)  Transportation  and  communicating  facilities,  in  their  bear- 

ing on  the  prosperity  and  satisfactions  of  the  region  and 
their  influence  on  locating  larger  collective  populations  for 
commerce  and  manufacturing.  In  connection  with  these  last 
two  points  much  supplementary  reading  might  be  done 
This  is  a  good  place  to  get  out  into  the  larger  world  by 
following  the  threads  of  communication  and  transportation 
to  see  how  they  really  relate  and  unify  the  region  with 
others. 

(g)  Influence  of  the  pursuits  and  occupations  on  the  life  of  the 

people  of  the  region  in  the  way  of  customs,  habitations, 
dress,  education,  religion,  culture  and  government. 

4.  The  study  of  ou  ■  or  more  regions,  either  contiguous  to  or 
remote  from  the  preceding,  in  the  various  aspects  indicated  above, 
for  puposes  of  expansion  and  comparison  of  ideas. 

5.  A  physiographical  study  of  the  United  States,  calling  atten- 
tion to  the  similarities  to  and  differences  from  the  regions  studied 
and  showing  the  larger  unity  through  identity  of  interests  and  trans- 
porting systems. 

6.  An  expansive  study  by  means  of  physiographical  maps  o,f 
the  various  continents,  indicating  their  connections  with  America 
by  commercial  routes,  the  chief  products  they  interchange  with  us, 
the  bearing  of  atmospheric  and  oceanic  currents  in  so  far  as  they 
affect  trade  and  communication. 

SUGGESTIONS  AND   DIRECTIONS. 

Use  a  topical  outline,  thus  assembling  facts  in  a  related  way,  the 
fundamental  and  causal  facts  first.  Closely  correlate  Geography 
with  History  so  as  to  explain  movements  in  History.  The  question 
"why?"  should  be  continually  asked — why  we  get  most  summer  rains 
from  the  southwest?  why  prairie  regions  are  so  located?  etc.,  etc. 
General  geographic  truths  should  be  inductively  developed  into  rules 
and  applied.  For  example,  develop  the  fact  that  the  region  west  of 
the  Andes  is  dry;  generalize  into  a  rule  that  the  western  side  of 
mountains  trending  north  and  south  within  the  tropics  is  dry;  then 
apply  the  rule;  keep  a  list  of  rules  thus  developed  and  proved.  The 
general  truth  is  the  goal  of  instruction.    Isolated  facts  are  compara- 

167 


tively  worthless.  Geography  can  be  made  a  thought  study  of  a  high 
order.  Supplement  the  text  with  the  following:  Great  American  In- 
dustries, Manufactures,  Products  of  the  Soil,  Minerals,  Stories  of 
Industries,  This  Continent  of  Ours,  From  Trail  of  Railway  Through 
the  Appalachians,  Coal  and  Coal  Mines,  Rocky  Mountain  and  Pacific 
Slope,  Geography  of  Commerce  and  Industry,  Carpenter's  Readers, 
Commercial  Geography  by  Gannett,  Garrison,  Houston.* 

8— PHYSIOLOGY. 

First  Month. — Term;  Cells,  Tissues,  Organs,  System,  Composition 
of  the  Body,  Motion,  Nourishment  and  Control.     The  Skeleton. 

Second  Month. — The  Muscles  Training  of  the  Muscles.  Digestive 
System:  The  Mouth  and  the  Stomach. 

Third  Month. — The  Digestive  System,  Intestines  and  Accessory 
Organs.  Digestion  and  the  Foods. 

Fourth   Month. — Foods,  Water,  Beverages. 

Fifth  Month. — How  Make  Good  Digestion.  The  Heart  and  the 
Blood  Vessels. 

Sixth  Month. — The  Blood  Vessels,  The  Blood.  Hygiene  of  Circu- 
lation.    The  Lymphatic  System. 

SUGGESTIONS   AND    DIRECTIONS. 

The  Seventh  Grade  Course  in  Physiology  is  substantially  the 
Fifth  Grade  Course  expanded.  Therefore  read  carefully  what  has 
been  said  in  that  course. 

In  this   course,   emphasize   the   same   things   emphasized   in   that 
one;  to-wit:  Foods  and  Drinks  and  those  facts  related  to  them. 

Give  especial  attention  to  the  teeth,  care  and  diseases.  Request 
the  children  to  permit  you,  the  teacher,  to  examine  their  teeth.  Re- 
port to  them  any  disease  you  may  discover.  Many  people  permit 
children's  back  jaw  teeth  to  decay,  thinking  they  are  "baby  teeth." 
Every  teacher  should  consult  a  dentist  as  to  what  to  look  for,  and 
what  to  report  to  parents  concerning  children's  teeth. 

Chapters  XII,  XIII  and  XIV  deserve  careful  study.  The  table  on 
page  65  should  be  completely  mastered.  The  table  on  page  66  must 
be  taught  until  it  be  thoroughly  understood.  The  writer  is  of  the 
opinion  that  these  chapters  make  cooking  lessons  absolutely  neces- 
sary. 

The  picture  on  page  80  of  the  text  is  suggestive.  These  lessons 
should  be  so  strongly  emphasized  that  they  will  create  a  sentiment 
against  all  such  conditions.  Send  samples  of  drinking  water  to  the 
State  Board  of  Health  for  analysis.  The  lack  of  pure  water  in  thou- 
sands of  our  schools,  is  a  public  crime  against  childhood.  To  force 
by  law,  a  child  into  a  school  where  the  water  is  so  foul  as  to  be  abso- 
lutely dangerous,  is  a  public  crime. 

The  greatest  end  and  aim  in  this  subject  is  good  health.  Empha- 
size, therefore,  those  lessons  whose  end  are  health  rather  than  a 
polite  knowledge  of  biology. 

168 


HISTORY. 

First  Month — Teach  Virginia,  Maryland  and  the  New  England 
Group. 

Second   Month. — The  Middle  and  the  Southern  Colonies. 

Third    Month. — The   Intercolonial  Wars. 

Fourth  Month. — Literature  and  General  Progress.  The  Causes 
of  the  Revolution. 

Fifth  Month. — The  Revolution.  From  the  Second  Continental 
Congress  to  the  Battle  of  Trenton. 

Sixth  Month. — From  the  Battle  of  Trenton  to  the  Adoption  of  the 
Constitution  of  the  United  States. 

SUGGESTIONS  AND   DIRECTIONS. 

Study  the  Discoveries,  Colonization  and  the  Revolution.  For 
method  consult  Mace's  method  in  History  and  Hinsdale's  How  to 
Teach  History.  Place  special  emphasis  upon  those  discoveries  and 
explorations  upon  the  basis  of  which  European  Nations  laid  claims  to 
territory.  Make  a  special  study  of  the  development  and  manners 
of  life  of  Massachusetts  New  York  and  Virginia  as  types  of  the  North- 
ern Middle  and  Southern  Colonies.  In  studying  the  Revolution, 
bring  out  clearly  the  significance  of  the  Declaration  of  Rights,  the 
Declaration  of  Independence,  the  Articles  of  Confederation  and  the 
Constitution.  Supplement  the  text  with  the  following:  Holme's 
Grandmother  Stories  of  Bunker  Hill,  Story  of  Our  English  Grand- 
fathers, Discoveries  of  the  Old  Northwest,  Paul  Jones,  Explorers  and 
Founders  of  America,  Hero  Stories  from  American  History,  Peggy 
Owen,  Geographic  Influence  in  American  History,  Old  Indian  Legends, 
Story  of  the  English,  Story  of  the  Thirteen  Colonies,  and  Tower  or 
Throne. 

10— KENTUCKY   HISTORY. 

This  subject  has  not  been  outliend  by  the  month  because  it  is 
to  be  correlated  with  the  Fifth  Reader.  For  example,  while  the 
class  is  studying  Washington's  Administration,  or  the  Mexican 
War,  or  the  Civil  War  in  the  United  States  History,  it  should  read 
in  the  Reading  Class,  the  corresponding  chapters  in  Kentucky  His- 
tory. 

11— CIVIL   GOVERNMENT. 

First  Month. — Family  Government,  School  Government  and  Mu- 
nicipal Corporations.  Chapters  I,  II  and  VI.  Study  same  topics  in 
Supplement. 

Second  Month.— Study  the  Government  of  the  Civil  District  and 
the  Township  and  Town  in  Chapters  III  IV,  and  Supplement  pages 
230-233.     Read  Sec.  142  of  Constitution  of  State. 

169 


Third  Month. — The  County  Government  in  Chapter  V  and  in  Sup- 
plement pages  226-230.  Read  Sections  63,  64,  65,  139,  140,  141,  and 
144  of  State  Constitution. 

Fourth  Month. — Government,  Justice,  Law  and  Liberty.  Chap- 
ters XV,  XVI,  XVII.  Read  Bill  of  Rights  in  State  Constitution. 

Fifth  Month. — Study  Suffrage  and  Elections,  The  Australian  Bal- 
lot System,  and  Parties  and  Party  Machinery.  Chapters  XVIII,  XIX, 
and  XX.     Read  Sections  145-155  inclusive  in  State  Constitution. 

Sixth  Month. — Study  Legislation  and  Revenue  and  Taxaiton  in 
Chapters  XXI  and  XXII. 

SUGGESTIONS  AND   DIRECTIONS. 

The  plan  of  this  course  is  to  study  during  the  seventh  year 
those  facts  of  government  which  lie  nearest  the  home  experiences  of 
the  pupils,  putting  off  to  the  Eighth  Year,  the  study  of  the  intricate 
machinery  of  the  State  and  National  Governments,  as  set  forth  in 
their  respective  constitutions. 

During  the  Seventh  Year,  the  pupils  should  gain  a  fairly  accu- 
rate knowledge  of  the  governments  of  the  civil  district  and  of  the 
county.  Especially  should  they  study  the  amount,  the  collection,  and 
the  disbursement  of  taxes.  Each  pupil  should  work  out  the  amount 
of  taxes  paid  by  his  school  district,  and  what  is  done  with  the  taxes. 
If  the  young  people  were  properly  instructed  in  our  taxing  systems, 
there  would  be  less^  squandering  of  public  funds.  A  special  study  of 
school  taxes  and  road  taxes  should  be  made.  In  short  the  school 
should  so  teach  the  students  that  they  will  know  exactly  the  amount 
of  taxation  and  what  is  done  with  every  dollar  of  public  funds.  In- 
stead of  finding  fault  with  taxation,  it  would  be  wiser  to  find  fault 
with  the  waste  of  public  money.  In  this  respect,  it  is  everybody's 
business  to  watch  those  matters.  Pupils  should  be  taught  that  a 
tax  may  be  a  good  thing — the  very  best  thing  for  a  community. 

During  the  seventh  year,  the  pupils  should  study  the  suffrage 
question.  They  should  early  be  impressed  with  the  idea  that  the 
perpetuity  of  the  government  depends  upon  the  security  of  the 
I  -^llot.  They  should  know  that  the  man  who  buys  a  vote  or  the 
man  who  sells  his  vote  is  a  public  enemy  who  deserves  the  execra- 
tion of  every  good  citizen. 

The  following  brief  outline  sets  forth  the  big  ideas  to  be  taught 
during  the  seventh  year. 

1.  The  machinery  of  local  government  and  the  men  and  women 
who  are  in  charge  of  the  machinery. 

2.  A  reverence  for  Government,  Justice,  Law  and  Liberty. 

3.  Taxation — amount  and  methods. 

4.  Suffrage  and  Elections. 

If  the  work  during  the  seventh  year  results  in  accurate  knowl- 
edge concerning  these  questions,  and  the  right  feelings  toward  them, 
it  has  been  a  success. 


170 


12— GENERAL   EXERCISES. 


1— AGRICULTURE. 


1.     Plants — For  close  study. 

(a)     Plant  Enemies. — Teach: 

1.  Definition  of  beetle,  larva,  insecticide,  fungicide,  rusts,  smuts 
etc.,  and  give  the  formulae  for  Bordeaux  mixture  and  other  fungi- 
cides, also  formulae  for  Paris  green  mixture  and  two  or  three  other 
Insecticides. 

2.  The  two  classes  of  plant  enemies,  animal  and  vegetable. 

3.  Animal  enemies — potato  beetles,  currant  worm,  cabbage  worm 
plant  lice,  chinch  bug,  etc. 

4.  Two  classes  of  animal  enemies — leaf  chewing,  sap  sucking. 
Give  methods  of  application  of  different  insecticides.  Send  to  the 
Wisconsin  Experiment  Station  for  Bulletin  No.  112. 

5.  Vegetable  enemies — rusts,  blights,  smuts,  mildews,  etc. 

6.  Teach  ways  of  destroying  with  Bordeaux,  formaldehyde,  and 
other  fungicides.  Collect  cocoons  of  various  insects  and  keep  them 
over  winter  in  a  cool,  medium  dry  place.  Watch  them  develop  in 
the  spring. 

Collect  adult  larval  forms  of  these  insects  and  feed  the  larval 
on  the  leaves  of  the  plant  on  which  found. 

Read  the  Wisconsin  Agricultural  Experiment  Station  Bulletin 
No.  Ill,  1905,  on  "The  Prevention  of  Oat  Smut."  This  bulletin  may 
be  procured  from  the  Agricultural  Experiment  Station,,  Madison 
Wisconsin.  Read  "Potato  Culture,"  Farmers'  Bulletin  No.  35,  U.  S. 
Department  of  Agriculture,  Washington,  D.  C. 
(b)     The  Farm  Garden. — 

If  possible,  every  school  should  have  a  farm  garden.  In  this 
the  children  should  be  taught  to  plant  and  care  for  whatever  is  grown 
in  the  home  garden. 

Teach: 

1.  The  best  location  for  the  home  garden. 

2.  The  proper  kind  of  soil  needed. 

3.  The  preparation  of  the  soil. 

4.  The  most  desirable  things  to  grow — vegetables  fruits,  flowers. 

5.  The  arrangement  of  crops  in  order  that  the  early  maturing 
plants  may  be  out  of  the  way  of  the  later  ones. 

6.  The  best  time  to  plant  the  various  crops. 

7.  Best  methods  of  planting,  cultivating  and  caring  for  small 
fruits,  such  as  strawberry,  raspberry,  blackberry,  gooseberry,  grape, 
currant,  etc. 

The  pupil  should  be  able  to  tell  how  to  grow  all  the  common 
vegetables.  Encourage  each  pupil  to  plant  and  care  for  a  garden  of 
his  own.  If  practicable  have  the  pupils  plant  and  care  for  some 
marketable  crop  which  may  be  sold  when  grown,  and  the  proceeds 
of  the  sale  used  for  securing  some  needed  school  equipment. 


171 


(c)  Weeds- 
Define:  Weed,  annual,  biennial,  perennial. 
Teach: 

1.  The  names  and  habits  of  the  different  kinds  of  weeds. 

2.  Their  manner  of  growth  and  propagation.  Their  nature:  (a) 
annual,  (b)  biennial,  (c)  perennial. 

3.  How  each  kind  may  be  exterminated. 

4.  Show  how  knowledge  of  habit,  length  of  natural  life  and 
plan  of  reproduction  determine  the  best  methods  of  killing  certain 
weeds. 

5.  Classify  weeds  into  several  groups,  as, 

a.  Weeds  of  cultivated  fields,  as  found  in  corn  and  potatoes. 

b.  Weeds  found  in  pastures. 

c.  Weeds  found  in  meadows. 

d.  Weeds  of  the  road-side  fence  corners  and  neglected  places. 

e.  Discuss  improved  methods  of  eradicating  each  class. 
Incite  the  pupils  to  destroy  all  the  weeds  in  the  school  grounds 

and  along  the  road-sides.  Interest  them  in  having  their  home  yards 
kept  neat  and  clean.  Have  the  pupils  discuss  the  methods  used  by 
the  farmers  of  the  neighborhood  in  destroying  different  kinds  of 
weeds. 

Have  the  pupils  bring  in  and  label  specimens  of  the  more  com- 
mon weeds.  Secure  copies  of  the  pamphlet  on  "Noxious  Weeds  of 
Wisconsin"  from  the  Agricultural  Experiment  Station,  Bulletin  No. 
76,  and  Circular  No.  27,  U.  S.  Department  of  Agriculture,  Washing- 
ton, D.  C. 

(d)  Home  and  School  Garden. — 

The  instruction  in  agriculture  should  be  sr  given  tha'  a  dispo- 
sition to  clean  up  and  beautify  the  home  and  school  grounds  will  be 
created  in  the  children. 

1.  Have  the  pupils  gather  and  burn  leaves,  dead  weeds  and  rub- 
bish; pile  stones,  dig  up  stumps,  and  level  uneven  places. 

2.  If  necessary  have  the  ground  plowed  and  leveled. 

3.  The  weeds  and  grass  should  be  removed,  and  the  large  weeds 
pulled. 

4.  Prepare  part  or  all  of  the  ground  for  sowing  grass  seed. 

5.  Interest  the  school  board  in  making  all  needed  repairs  on 
school  buildings,  fences  and  grounds. 

6.  Plant  trees  in  the  background  and  along  the  driveway,  plant 
shrubs  near  the  building  and  on  the  borders  of  the  school  grounds. 

7.  In  planting,  trees  and  shrubs  must  be  kept  on  the  borders 
and  where  they  will  hide  the  outhouses  and  any  other  unsightly 
objects.     Clear  open  spaces  must  be  preserved  for  play  grounds. 

8.  Vines  such  as  wild  grape,  Virginia  ivy  and  wild  hop,  may  be 
planted  along  fences. 

9.  Always  choose  hardy  shrubs.  Wild  shrubs  that  grow  in  the 
locality  are  often  the  best  to  plant.  Confer  with  the  patrons  of  the 
district  as  to  what  kinds  of  shrubs  grow  best  in  your  locality.  There 

172 


are  always  people  who  know  about  such  matters,  willing  to  assist 
with  advice,  and  often  with  the  desired  plants.  Do  not  experiment 
with  unknown  shrubs  and  trees. 

10.  If  possible,  obtain  the  service  of  some  experienced  person 
who  knows  how  to  set  out  trees  and  shrubs.  Study  the  bulletin  on 
tree  planting  sent  out  with  the  Arbor  and  Bird  Day  Annual  for  1905. 

In  the  spring  have  a  small  portion  of  the  school  grounds  prepared 
for  a  school  garden.  Assign  a  portion  of  this  plat  of  ground  to  each 
pupil,  and  instruct  him  in  the  best  method  of  preparing  the  ground, 
and  planting  the  seed.  Have  the  pupils  *do  all  the  work.  The  work 
done  in  the  school  garden  may  be  very  profitably  made  the  topic 
for  general  discussion  at  morning  exercises,  and  also  the  basis  of 
composition  work. 

Send  to  the  Wisconsin  Agricultural  Experiment  Station,  Madison, 
Wis.,  for  Bulletin  No.  105;  to  the  U.  S.  Department  of  Agriculture, 
Washington,  D.  C,  for  Farmers'  Bulletins  134,  185  and  218. 

GENERAL  STUDY. 

1.  Farm  crops. 

a.  Corn — testing  of   seed   corn,   materials   necessary    for     test, 

methods  and  demonstration  of  germination  te^ts,  why  ears 
of  medium  size  are  best,  varieties  best  suited  to  local  land 
and  why,  how  seed  corn  should  be  cared  for,  importance  of 
improving  crop. 

b.  Cotton — the  A  B  C's  of  cotton  culture,  as  outlined  for  corn  in 

preceding  grade.  Consult  a  reference  work  on  agriculture 
for  details. 

c.  Wheat — same  as  cotton  above. 

2.  Garden  and  orchard. 

a.  Strawberries — varieties,  choice  of  plants,  cultivation,  uses  as 

fruit,  marketing. 

b.  Watermelons,  cantaloupes;  varieties,  preparation  of  soil,  suit- 

able soil,  cultivation,  marketing. 

3.  Domestic  animals. 

a.  Cow — testing  for  tuberculosis. 

b.  Sheep — breeds  and  advantage  of  each,  kinds  of  food  and  ef- 

fect on  wool-producing,  value  to  farm. 

c.  Poultry — winter-egg  production,  prevention  and  cure  of  chicken 

diseases,  poultry  records  and  accounts. 

d.  Bees — hives,  care,  taking  off  honey  and  care  of  it,  bee  life. 

4.  The  plant. 

a.  Parts — roots  and  root  hairs  in  relation  to  absorption  of  food; 

stems,  as  to  character  (annual,  biennial,  perennial),  uses  and 
functions,  structure;  leaves,  as  to  type,  structure;  seed,  as 
to  germination,  dispersal. 

b.  Constituents — of  plants  and  their  characteristics;  organic  and 

inorganic. 

5.  The  soil. 

173 


a.  Importance  as  a  natural  resource. 

b.  Principles  necessary  to  its  proper  understanding — geological, 

biological,  chemical,  physical. 

c.  Origin — forces  in  nature  that  have  produced     it — weathering, 

winds,  water,  heat,  and  cold,  etc. 

d.  Constituents — inorganic,  as  rock  particles,  lime,  nitrogen,  pot- 

ash, phosphoric  acid;   organic  matter,  life  of  soil,  humus, 
plants,  and  animals  in  partial  state  of  decay. 

6.  Girls'  canning  clubs. 

Growth  of  the  plant— Preparation  of  soil,  planting  and  trans- 
planting, cultivation,  protection  from  disease  and  insects, 
grading  and  marketing  surplus  fresh  product. 

7.  Miscellaneous. 

a.  Farm   plans — Size   and   arrangement   of    fields,     situation   of 

barns  and  outhouses,  fence  building,  drainage. 

b.  Hot  beds  and  cold  frames — How  made,  plants  grown  in,  value. 

II.     Nature  Study. 

1.  Animals. 

a.  Birds — Tree  sparrow,  grackles,  wood  thrush,  yellow-throated 

vireo,  black-billed  cuckoo,  yellow-billed  cuckoo,  ruby-crowned 
kinglet,  golden-crowned  kinglet,  myrtle  warbler. 

b.  Fishes — Trout,  salmon. 

c.  Insects — Cutworms,  lion  beetle,  army  worm,  corn  worm,  ich- 

neumon fly,  sphinx,  bedbug,  kissing  bug,  roach.. 

d.  Miscellaneous — Wood    chuck,    centipedes,     willipedes,      mink, 

otter. 

2.  Plants. 

a.  Wild   flowers — Ragwort,   milkwort,   chickory,   baneberry,   star 

grass,   June   grass,   fescue   grass,  jimson   weed,   St.   John's 
wort,  blue  curls. 

b.  Trees — Ash,  Boxelder,  poplar,  chokeberry,  red  cherry,  black 

cherry. 

c.  Flowerless    plants — Molds,    grain    smuts,    orange   rust,    grape 

mildew. 

3.  Study  of  birds. 

a.  Harmful  and  helpful  birds  in  the  community,  and  why. 

b.  Game  birds  and  migratory  birds. 

c.  Habits — Nest   and   nest   materials,   incubation   period,   migra- 

tion. 

d.  Food — Proportion   of  animal   and   vegetable   food   of  insects, 

and  noxious  weed  seeds. 

e.  Bird   enemies   and   their   control — Snakes,   English   sparrows, 

cats,  hunters. 

f.  Protection — Boxes,  feeding,  control  of  enemies,  developing  sen- 

timent." 

4.  Study  of  shade  and  forest  trees. 

a.    Aesthetic  and  economic  values. 

174 


b.  Planting  and  care. 

c.  Trees  in  the  community,  value  for  shade,  wood,  etc. 

d.  Problem  of  forest  preservation  and  reforestation. 

III.  Household  Arts. 

1.  The  front  and  back  yard 

a.  Porches — Purpose  and  uses,  furniture,  decoration,  protection 

with  vines. 

b.  Yards — Care  of  lawn,  flowers,  flower  beds,  etc. 

2.  Food.  '    ■^'I^l'^^^H 

a.  Vegetables — Food  values,  preservation  and  canning,  methods 

of  cooking  and  serving,  best  time  to  gather. 

b.  Cereals — Food  values,  raw  and  cooked,  methods  of  cooking. 

3.  Household  pests. 

a.  Kinds — Animals,  as  mouse,  rat,  fly,  mosquito,  cockroach,  bed- 

roach,  clothes  moth;  plants,  as  molds,  bacteria. 

b.  How  to  eradicate,  damage  done  by. 

4.  Preventable  diseases — List  of  preventable  diseases  and  the  mor- 

tality from  each;    causes  and  eradication  by  better  condi- 
tions in  the  home;  germs  and  germ  life. 

5.  Sewing. 

a.  Garment  making. 

b.  Mending. 

c.  Millinery. 

d.  Textiles. 

Exercises:  Training  in  making  of  seams,  gussets  and  plackets, 
Garment-making — underclothes.  Simple  clothing  in  cotton. 

Mending:  Exercises  in  darning,  patching,  and  repairing  of  real 
articles. 

Renovating  old  materials.  Cutting  and  fitting.  Use  of  bought 
patterns. 

Millinery:  Renovating  old  materials:  rosette,  bow  and  frame- 
making  and  trimming. 

Textiles:  Choice  of  textiles;  materials,  properties  and  values.    ' 

Tests  for  materials — linen,  wool,   cotton. 


175 


EIGHTH  YEAE. 


TEXT-BOOKS. 

STATE  ADOPTION— Fifth  Reader;  Copy  Book,  No.  6;  Pronounc- 
ing Speller;  New  English  Grammar,  and  Writing  in  English;  Prac- 
tical Arithmetic;  Natural  Complete  Geography;  Elementary  Physi- 
ology; Eclectic  History  of  the  United  States;  Kentucky  History; 
Civil  Government. 

SUPPLEMENTARY  BOOKS  (Suggested).— Jones'  Reader,  Book 
8;  Stepping  Stones,  Book  8;  Brooks'  Reading  by  Grades,  VIII;  Lights 
to  Literature,  Books  7  and  8;  Baldwin's  Reading  by  Grades,  7  and 
8;  Cyr's  Reading  by  Grades,  VIII  Evangeline,  The  Trail  of  the  Woods. 

CORRELATIONS  AND  ALTERNATIONS. 

1.  Teach  the  Eighth  Grade  Course  during  the  school  years  1912- 
13  and  1914-15,  omitting  the  Seventh  Grade  Course  entirely  these 
years. 

2.  Alternate  Fifth  Reader  and  Kentucky  History. 

3.  Correlate  Writing  with  Language,  i.  e.  Grammar  and  Com- 
position especially  and  with  other  studies  in  general. 

4.  In  Spelling  correlate  the  "difficult  words  of  the  month"  with 
the  studies  from  which  they  are  selected.  Correlate  the  words  in 
defining  with  Reading  and  Kentucky  History;  the  synonyms  and 
pronouncing  lessons  with  Reading,  and  the  word-building  and  un- 
classified lists  with  Grammar  and  composition.  A  few  minutes  at  the 
beginning  of  each  recitation  should  be  given  to  this  spelling  and  word 
study. 

5.  Alternate  Grammar  and  Composition,  giving  about  equal  time 
to  each  subject.  The  study  of  the  Poem  and  the  Picture  should  be 
correlated  with  Composition  furnishing  the  basis  of  work  in  that 
study. 

6.  Alternate  Geography  with  Physiology,  giving  equal  time  to 
each  study. 

7.  Alternate  United  States  History  and  Civil  Government,  giv- 
ing about  twice  as  much  time  to  History  as  to  Civics.  Also  Civics 
should  be  correlated  with  History  where  it  can  be  done. 

8.  Correlate  such  lessons  of  the  Fifth  Reader  as  can  be  done 
naturally  with  History,  Civics,  Geography  and  Physiology.  Occasion- 
ally a  lesson  in  the  Reader  should  be  used  as  the  basis  of  Grammar 
and  Composition  work. 

9.  In  the  General  Exercises,  instruction  in  Handwork,  Agricul- 
ture, Nature  Study  and  the  Household  Arts  should  be  correlated  with 

176 


\/::J  l\»i  ,\^ 


w  o 


t» 


o   O 


CD     "^ 

ja    d 

O     /^ 

m    *^ 
*     O 

pi 


J-   il  ^^'  I-  o    '^ 


the  other  bianches.  The  Household  Arts  with  Physiology,  Language, 
Geography  and  Physiology,  the  nature  of  the  lesson  determining  the 
correlation  to  be  made.  Drawing  should  be  correlated  with  the  other 
studies,  used  as  a  method  of  expression. 


SYNOPSIS    OF    EIGHTH    YEAR    COURSE. 

1.  Reading:    The  last  forty-one  lessons  in  the  text-book,  not  other- 

wise correlated. 

2.  Writing:  Copy  Book,  No.  6. 

3.  Spelling:   Course  as  outlined  by  the  month. 

4.  Grammar:   Introduction  and  Part  One  reviewed;   Part  Four  com- 

pleted. 

5.  Composition:   Writing  in  English  as  outlined. 

6.  Arithmetic:    Compound  Numbers,  Metric  System,  Practical  Meas- 

urements,   Involution    and    Evolution,    Mensuration    and    Ratio 
and  Proportion. 

7.  Geography:  The  Earth  as  a  Whole,  Eurasia,  Europe,  Asia,  Africa 

and  Australia. 

8.  Physiology:    Text  completed  and  reviewed. 

9.  History:    From  the  Adoption  of  the  Constitution  to  the  Present 

Time.     Kentucky  History  Correlated. 

10.  Civics:  The  State  and  National  Governments. 

11.  General   Exercises:    Singing,   Drawing   and     Handwork,     Nature 

Study,  Agriculture,  and  the  Household  Arts. 

DIRECTIONS    FOR    USE    OF   COURSE. 

THE  COURSE  OUTLINED  BY  THE  MONTH. 

EIGHTH   GRADE   READING. 

First  Month. 

For  Study  and  Practice. 

Prose:  The  Voices  of  Animals  and  On  the  Death  of  Washington. 
Poetry:  Kit  Carson's  Ride  and  Pictures  from  Memory. 
For  Reading  and  Practice: 

Prose:  A  Story  of  Chief  Justice  Marshall,  Glaciers,  and  My  First 
Geological  Trip. 

Second  Month. 

For  Study  and  Practice: 

Prose:    Liberty   and   Independence   and    No   Excellence   Without 
Great  Labor. 

Poetry:   Owl  Against  Robin  and  The  Glove  and  the  Lions. 

For  Reading  and  Practice: 

Prose:   Rip  Van  Winkle  and  Joan  of  Arc. 

Poetry:    Sparrows. 

177 


Third    Month. 

For  Study  and  Practice: 

Prose:   Results  of  Intemperance  and  The  Goodness  of  God. 
Poetry:   Marmion  and  Douglas  and  Anthony's  Oration  over  Cae- 
sar. 

For  Reading  and  Practice: 

Prose:  Inventions  and  Discoveries  and  The  Old  Man  at  the  Gate. 

Poetry:  Bivouac  of  the  Dead,  Selections  from  Shakespeare. 

Fourth  Month. 

For  Study  and  Practice: 
Prose:   The  Last  Grand  Review  and  War. 
Poetry:  The  Song  of  the  Potter  and  The  Battle  of  Waterloo. 
For  Reading  and  Practice: 

Prose:  Scenes  Among  the  Pyrennees  On  Roast  Pig  and  The  Vir- 
ginians. 

Poetry — Music  in  the  Camp. 

Fifth  Month. 

For  Study  and  Practice: 

Prose:  The  Hero  in  Gray  and  On  the  Restoration  of  the  Union. 

Poetry:  Burial  of  Sir  John  Moore  and  The  Blue  and  the  Gray. 

For  Reading  and  Practice: 

Prose:  The  Bible  the  Best  of  Classics  and  Relief  of  Lucknow. 

Sixth  Month. 

For  Study  and  Practice. 

Prose:  A  Danger  to  the  Republic  and  Gifts. 

Poetry:  To  a  Skylark. 

For  Reading  and  Practice:  ^ 

Prose:  Virginians  of  the  Valley. 

Poetry:   My  Mother's  Bible. 

SUGGESTIONS  AND   DIRECTIONS. 

1.  The  Courses  of  Seventh  and  Eighth  Years  may  be  alternated 
in  Reading  and  Literature. 

2.  For  further  suggestions,  see  Seventh  Year  Course. 

3— SPELLING  AND  WORD  STUDY. 

First  Month. 

1.  Spell  and  pronounce  the  difficult  words  of  the  month,  such 
as  the  following:  Longitude,  meridian,  adverbial,  particle,  igneous, 
atmospheric,  detritus,  erosion,  larnyx,  treachea,  thoracic,  diaphragm, 
Genet,  Algiers,  Louisiana,  embargo,  tranquility,  naturalization,  alien, 
supreme. 

178 


2.  Spell  Arithmetical  terms  in  Lesson  62,  Part  Two. 

3.  Define  words  in  Lesson  74,  Part  Two. 

4.  Synonyms  in  Lesson  242,  Part  One. 

5.  Pronounce  words  in  Lesson  167,  Part  Two. 

6.  Word-building:  Lists  containing  the  prefixes,  a,  ab,  de,  ad,  in 
Lesson  95,  Part  Two. 

7.  Unclassified  lists:  Lessons  79,  80,  81,  82,  83,  84,  Part  Two. 

Second  Month. 

1.  Pronounce  and  spell  the  difficult  words  of  the  month,  such 
as  the  following:  Specfic,  element,  subordinate,  inclination,  equinox, 
hemisphere,  monsoon,  adenoids,  asphyxia,  diphtheria,  asthma,  com- 
promise, Cherokees,  centennial,  telegraph,  disabilities,  piracies,  re- 
prisal, habeas  corpus. 

2.  Spell  terms  in  Grammar  in  Lesson  65,  Part  Two. 

3.  Define  words  in  Lesson  91,  Part  Two. 

4.  Synonyms  in  Lesson  245,  Part  One. 

5.  Pronounce  words  in  Lesson  168,  Part  Two. 

6.  Word-building:  Lists  to  which  con  is  prefixed  as  in  Lesson 
97,  Part  two. 

7.  Unclassified  Lists:  Lessons  85,  86,  88,  99,  and  104,  Part  Two. 

Third  Month. 

1.  Pronounce  and  spell  the  difficult  words  of  the  month,  such 
as  the  following:  Ad  valorem,  dutiable,  grammatical,  analysis,  Lauren- 
tian,  Orizaba,  Eurasia,  Hindu  Kush,  cervical,  arachnoid,  cerebrum, 
cranial,  Monterey,  Chihuahua,  omnibus,  Gadsden,  electoral,  reprieve, 
cabinet,  diplomatic. 

2.  Spell  anatomical  terms  in  Lesson  92,  Part  Two. 

3.  Define  words  in  Lesson  120,  Part  Two. 

4.  Synonyms  in  Lesson  78,  Part  Two. 

5.  Pronounce  words  in  Lesson  169,  Part  Two. 

6.  Word-building:  Lists  containing  the  prefixes  trans,  inter  and 
super  as  in  Lesson  101,  Part  Two. 

7.  Unclassified  Lists:  Lessons»106,  111,  112,  113  and  115. 

Fourth  Month. 

1.  Pronounce  and  spell  the  difficult  words  of  the  month,  such 
as  the  following:  acceptance,  foreign,  contracted,  abridgement,  Med- 
iterranean, Adriatic,  porcelain,  Netherlands,  delirium,  neurasthenia, 
epilepsy,  dementia,  Lincoln,  marque,  Shiloh,  Murfreesboro,  jurisdic-* 
tion,  marshall,  appeal,  exclusive. 

2.  Spell  names  of  diseases  in  Lesson  98,  Part  Two. 

3.  Define  words  in  Lesson  173,  Part  Two. 

4.  Synonyms  in  Lesson  84,  Part  Two. 

K.    Pronounce  words  in  Lesson  170,  Part  Two. 

179 


6.  Word-building:  Lists  containing  the  prefixes  sub  and  circum, 
in  Lesson  103,  Part  Two. 

7.  Unclassified  Lists:  Lessons  116,  117,  118,  119,  121,  and  122, 
Part  Two. 

Fifth  Month. 

1.  Spell  and  pronounce  the  difiicult  words  of  the  month,  such 
as  the  following:  proportion,  partnership,  syntax,  apposition,  Arabia, 
Philippine,  Tokyo,  Manchuria,  schlerotic,  crystalline,  auditory,  coch- 
lea, copyright,  exposition,  reconcentrados,  Schley,  aristocracy,  inalien- 
able, commercial,  suffrage. 

2.  Spell  names  of  civil  officers  in  Lesson  128,  Part  Two. 

3.  Define  words  in  Lesson  67,  Part  Two. 

4.  Synonyms  in  Lesson  87,  Part  Two. 

5.  Pronounce  words  in  Lesson  171,  Part  Two. 

6.  Word-building:  Lists  containing  the  prefixes  uni,  mono,  bi, 
and  tri,  as  in  Lesson  105,  Part  Two. 

7.  Unclassified  Lists:  Lessons  123,  124,  125,  140,  143,  and  150, 
Part  Two. 

Sixth  Month. 

1.  Spell  and  pronounce  the  difiicult  words  of  the  month,  such 
as  the  following:  mensuration,  conical,  antecedent,  infinite,  Kongo, 
Cairo,  kangaroo,  Hawiian,  olfactory,  uvula,  bacteria,  disinfectant, 
tariff,  slavery,  expansion,  reform,  committee,  convention,  nominate, 
majority. 

2.  Spell  law  terms  in  Lesson  131,  Part  Two. 

3.  Define  words  in  Lesson  93,  Part  Two. 

4.  Synonyms  in  Lesson  172,  Part  Two. 

5.  Pronounce  words  n  Lesson  72,  Part  Two. 

6.  Word-building:  Lists  containing  non  and  post  in  Lesson  134, 
Part  Two. 

7.  Unclassified  Lessons:  Reviews  1,  2,  3  and  4,  and  pages  143  and 
144,  Part  Two. 

• 
SUGGESTIONS  AND   DIRECTIONS. 

1.  The  teacher  should  study  all  suggestions  for  previous  years. 
The  habit  of  word-study  is  an  invaluable  one. 

2.  The  writer  has  made  an  effort  to  grade  the  lessons  of  the 
Speller  and  to  correlate  them  with  other  studies  where  it  is  possible. 
An  effort  has  been  made  to  write  a  course  in  word-study  that  is 
practical  and  pedagogical.  By  planning  for  the  same  kinds  of  ex- 
ercises each  month,  it  is  hoped  that  certain  habits  of  thought  will 
become  fixed.  "Pronounce  and  spell  the  difficult  words  of  the 
month"  has  been  written  purposely  thirty-six  times;  the  end  sought 
is  the  habit  of  carefully  observing  and  learning  to  pronounce  and 
spell  the  new  words  as  they  are  met  with.     Throughout  the  course 

180 


every  month,  a  series  of  names  has  been  planned;  this  is  intended 
to  emphasize  the  importance  of  forming  the  habit  of  spelling  names 
correctly.  The  repetition  of  lessons  on  homophones,  synonyms  and 
antonyms  is  intended  to  form  the  habit  of  observing  those  forms 
in  the  other  studies.  The  habit  of  carefully  choosing  words  with 
which  to  express  one's  thoughts  leads  invariably  to  accurate  think- 
ing and  speaking.  The  repeated  work  ir.  word-building  has  a  two 
fold  purpose;  first,  to  lead  the  students  to  observe  the  force  of  pre- 
fixes and  suffixes  when  annexed  to  root-words,  and  to  memorize  the 
meaning  of  the  affix;  and,  second,  to  give  students  exercise  in  word- 
building.  The  unclassified  lists  are  to  be  taught  in  the  order  in  which 
they  occur  in   the  book   after   the   classified   work   has   been   done. 

METHOD  IN  SPELLING. 

Method  in  spelling  falls  under  two  heads,  methods  of  study  and 
methods  of  recitation,  and  the  former  is  by  far  the  more  important. 

4-5— GRAMMAR  AND  COMPOSITION. 
First  Month. 

1.  Grammar:  Review  the  Introduction  and  the  Etymology  and 
Syntax  of  Part  One. 

2.  Composition:  Description.  Same  text-book  references  as  for 
Seventh  Grade.     Four  descriptions  to  be  written  during  the  month. 

3.  Poem:  The  Heritage. — Lowell. 

4.  Picture:  Last  Judgment. — Michael  Angelo. 

Second  Month. 

1.  Grammar:  Part  IV.  Teach  the  Classification  of  sentences; 
and  the  Elements,  Principal,  Subordinate  and  Independent. 

2.  Composition:  Narration.  Same  text-book  references  as  for 
Seventh  Grade.    Four  narrations  to  be  written  during  the  month. 

3.  Poem:  The  Vision  of  Sir  Launfal. — Lowell. 

4.  Picture:  Holy  Night. — Corregio. 

Third  Month. 

1.  Grammar:  Classes  of  Elements:  Words,  Phrases  and  Clauses. 
Sections  190  and  200  inclusive,  and  210  and  211. 

2.  Compositions:  "Paragraphing  and  Unity."  Same  text-book 
references  as  for  Seventh  Grade.  Two  descriptions  and  two  narra- 
tions to  be  written  during  the  month. 

3.  Poem:   The  Chambered  Nautilus. — Holmes. 

4.  Picture:  The  Ascension. — H  of  man. 

Fourth  Month. 
1.  .  Grammar:    Kinds  of  Elements,   Simple,   Complex    and     Com- 
pound.    Contracted  Sentences  and  Abridgment.     Sections  201  to  209 
inclusive,  and  213  to  220  inclusive. 

181 


2.  Composition:  "Sentence  Forms,"  Clearness  in  Writing,  "Em- 
phasis in  Writing."  Same  text-book  references  as  for  Seventh  Grade. 
One  each  of  description,  narration,  exposition  and  argument  to  be 
written. 

3.  Poem:  The  Bugle  Song. — Tennyson. 

4.  Picture:   Evangeline. — Douglas. 

Fifth  Month. 

1.  Grammar:   Rules  of  Syntax.  Sections  221  to  230  inclusive. 

2.  Composition:  "Letter  Writing  and  Figures  of  Speech."  Same 
text-book  references  as  for  Seventh  Grade.  Four  letters  to  be  writ- 
ten during  the  month. 

3.  Poem:  Battle  of  Waterloo. — Byron. 

4.  Picture:  Joan  of  Arc. — LePage. 

Sixth  IVIonth. 

1.  Grammar:  Rules  of  Syntax.    Sections  231  to  244  inclusive. 

2.  Compositions:  "Choice  of  Words,"  "Exposition  and  Argu- 
ment." Same  text-book  references  as  for  Seventh  Grade.  Two  expo- 
sitions and  two  arguments  to  be  written. 

3.  Poem:   To  the  Skylark. — Shelley. 

4.  Picture:  Aurora. — Reni. 

SUGGESTIONS   AND    DIRECTIONS. 

Alternation:  The  Seventh  and  Eighth  Year  courses  in  language 
are  to  be  alternated  from  year  to  year. 

6— ARITHMETIC. 

First  Month. 

1.  Compound  Numbers:  Reduction  except  Square  and  Cubic 
Measures. 

2.  Compound  Numbers:   Square  and  Cubic  Measures. 

3.  Compound  Numbers:  Addition,  Subtraction,  Multiplication, 
Division. 

4.  Compound  Numbers:  Longitude  and  Time — Standard  Time. 

Second  Month. 

1.  Metric:  Length  and  Areas. 

2.  Metric:  Capacity  and  Weight. 

3.  Measurements:    Government    Lands.    Carpeting. 

4.  Measurements:   Paper  Hanging.     Plastering,  etc. 

Third  Month. 

1.  Measurements:  Roofing  and  Guttering. 

2.  Measurements:   Mason  and  Bricklayer's  work. 

3.  Measurements:  Lumber  Measure. 

4.  Measurements:   Capacty  of  Bins  and  Cisterns. 

182 


Fourth  Month. 

1.  Involution  Powers  and  Exponents.    Reviews. 

2.  Evolution.  Square  Root  Integers  and  Fractions. 

3.  Evolution:   Square  Root  and  the  Right  Triangle. 

4.  Evolution:   Cube  Root  and  Its  Applications. 

Fifth  Month. 

1.  Mensuration:  The  Triangle  and  the  Quadralateral. 

2.  Mensuration:   Regular  Polygons  and  Circles. 

3.  Mensuration:   The  Surface  of  Solids. 

4.  Mensuration:  The  Volumes  of  Solids. 

^.^^^  .-  ■ 

Sixth  Month. 

1.  Proportion:  Ratio  and  Proportion. 

2.  Proportion:  Similar  Plane  Figures  and  Similar  Solids. 

3.  Proportion:   Partnership  and  Bankruptcy. 

4.  Proportion:   Reviews  and  Examinations. 

SUGGESTIONS  AND   DIRECTIONS. 

Arithmetic  is  one  of  the  three  R's — Reading,  writing  and  reckon- 
ing. As  such,  it  holds  an  important  position  in  every  course  of  study. 
It  may  well  he  questioned  if  the  work  in  this  subject  is  satisfactory 
in  most  schools.  There  must  be  a  reason  for  this  condition.  It  is  con- 
ceded that  Arithmetic  is  both  a  cultural  subject  and  an  utilitarian  sub- 
ject. As  a  cultural  subject,  its  end  is  to  make  clear,  straight  and  accu- 
rate thinkers;  as  an  utilitarian  subject,  its  use  is  the  quantitative 
measure  of  property  values  in  buying  and  selling  economic  goods;  it 
is  to  apportion  quantities  of  anything,  in  order  to  its  just  distribution 
relative  to  individuals.  In  brief,  it  is  a  method  of  measuring  quantity. 
Prof.  Burgess  Shank  holds  that  disciplinary  and  cultural  aims  of 
Arithmetic  are  subordinate  and  incidental  to  the  utilitarian.  He  says: 
"The  science  of  number  and  the  art  of  computation  have  been  and 
will  continue  to  be  studied  chiefly  and  primarily  because  of  their  use 
in  the  struggle  for  existence.  Therefore,  arithmetic  and  other  branches 
of  elementary  mathematics  will  play  a  continually  more  important 
part,  and  hence  require  to  be  better  learned  and  better  taught  in  the 
twentieth  century  than  ever  in  th  past." 

In  order  that  Arithmetic  may  be  better  taught  in  the  public 
schools  of  the  State  three  conditions  in  the  teaching  must  exist. 

1.  The  fundamental  operations — addition,  subtraction,  multipli- 
cation and  division  of  simple,  denominate  and  fractional  numbers 
must  be  so  thoroughly  taught  that  the  student  can  perform  these 
operations  with  reasonable  rapidity  and  absolute  accuracy.  In  the 
early  years,  it  is  a  mistake  tO  sacrifice  accuracy  and  rapidity  in  handl- 
ing numbers  to  the  application  of  numbers  to  problems. 

2.  The  "Three  type  problem"  must  be  mastered,  since,  in  one 
form  or  another,  it  enters  into  so  many  calculations.  For  example: 
what  are  %  of  12?     9  is  %  of  what  number?  9  is  what  fraction  of 

183 


12?  Again,  What  is  20%  of  400?  80  is  20%  of  what  number?  80  is 
what  percent  of  400?  And  yet  again,  If  4  hogs  cost  $12,  what  will 
3  hogs  cost?  If  3  hogs  cost  $9  what  will  4  hogs  cost?  The  teacher 
will  be  surprised,  probably,  at  the  large  number  of  problems  which 
can  be  solved  by  this  "three  type  problem."  "From  many,  we  reason 
to  one,  and  from  that  one,  to  another  many." 

3.  Arithmetic  must  be  continually  applied  to  the  actual  prob- 
lems of  every  day  life.  To  do  this,  it  may  be  necessary  to  pass  over 
lightly  or  to  cut  out  entirely,  imaginary  problems,  involving  num- 
bers such  as  $38  7-9,  6  2-5  yd.,  18  1-3  lb,  42  1-7  shares  of  stock  since 
dollars  are  not  divided  into  ninths,  yards  into  fifths,  pounds  into 
thirds  or  shares  into  sevenths.  There  are  enough  real  problems  from 
actual  life  for  all  purposes  of  discipline  and  culture,  without  making 
fantastic  problems  out  of  numbers  which  can  exist  nowhere  except 
in  the  imagination. 

In  order  to  make  this  application  of  Arithmetic  to  life,  it  will  be 
necessary  for  the  teacher  to  gather  such  problems  from  the  com- 
munity wherein  the  school  is  located.  The  following  suggestions  by 
Prin.  G.  R.  Davies,  on  Arithemtic  for  North  Dakota,  indicate  how 
Arithmetic  may  be  adjusted  to  an  agricultural  region: 

"The  predominant  agricultural  interests  of  the  community  open 
a  wide  field  for  applied  arithmetic.  The  teacher  who  has  some  knov/1- 
edge  of  scientific  agriculture — as  every  teacher  should — will  contin- 
ually take  illustrative  material  from  farm  surroundings.  Appro- 
priate to  the  autumn  season  would  be  problems  involving  total  yield 
and  rate  of  yield  of  various  crops,  cost  of  threshing,  capacity  of 
bins,  rate  of  plowing,  cost  of  labor,  etc.  In  connection  with  such 
problems  items  of  knowledge  learned  in  other  classes  may  often  be 
recalled  and  thus  reviewed.  Questions  involving  price  give  an  oppor- 
tunity to  fix  the  important  social  law  of  supply  and  demand. 

"Problems  may  be  invented,  or  made  from  data  furnished  by  the 
children,  involving  cost  of  raising  stock,  profit  or  loss  on  the  same, 
live  weight  and  dressed  weight  of  meat,  cost  of  fodder,  nutritive  ra- 
tion and  balanced  ration,  percentage  of  butter  fat  in  milk,  and  so  on 
indefinitely.  It  is  not  expected,  of  course,  that  such  problems  would 
constitute  the  whole  course  of  study,  but  rather  that  they  would  be 
thrown  in  as  mental  or  written  work  when  occasion  offers.  A  live 
teacher  necessarily  uses  much  material  that  he  must  invent  to  fill 
some  particular  need,  and  there  is  no  reason  why  such  material 
should  not  be  taken  from  the  farm  environment. 

"Government  statistical  reports,  such  as  the  abstract  of  the  cen- 
sus or  the  report  of  the  Bureau  of  Statistics,  though  they  take  the 
pupil  more  widely  afield,  afford  much  useful  data  for  problems.  A 
class  in  need  of  practice  in  computing  percentages  may  well  be  re- 
ferred to  such  sources.  The  material  may  be  obtained  by  application 
to  the  various  departments  at  Washington,  or  through  one  of  the 
congressmen.  Some  of  the  subjects  that  may  be  taken  up  are  changes 
in  population  of  county,  state,  or  nation;   comparison  of  cities;  crop 

184 


yields  by  states;  output  of  industries;  savings-bank  deposits;  rate  of 
railroad  accidents;  cost  of  living  as  compared  with  former  years.  In 
connection  with  the  latter  subject,  opportunity  may  well  be  taken 
to  notice  the  relation  of  the  rise  in  price  level  to  wages,  salaries,  and 
the  earnings  of  capital.  The  simple  economic  laws  involved  are  not 
beyond  the  comprehension  of  a  seventh  or  eighth  grade  pupil,  and 
will  be  of  assistance  in  developing  an  insight  into  the  complexities  of 
modern  life. 

"Outdoor  measurements  may  be  conducted  by  an  entire  class 
working  together  under  the  direction  of  the  teacher,  or  by  smaller 
groups  if  the  class  is  large.  A  fourth  or  fifth  grade  will  enjoy 
measuring  the  school  yard  and  making  accurate  maps  of  it.  This 
work  will  come  in  connection  with  the  home  geography.  Later  areas 
may  be  measured  and  computed  in  acres.]  A  real  knowledge  of  the 
foot,  yard,  rod,  and  acre  will  thus  be  developed.  In  the  highest 
grades  some  interesting  illustrative  work  may  be  done  with  the 
triangles.  By  setting  stakes  to  mark  the  corners  of  two  similar 
vertical  right  triangles  in  such  a  way  that  the  apex  of  one  triangle 
is  some  stone  or  post  on  the  opposite  shore  of  a  pond  or  stream,  it 
is  possible  by  proportion  to  compute  the  distance  across  the  water 
by  measurements  taken  on  the  one  shore.  Last  spring,  I  sent  the 
boys  of  my  geometry  class  to  a  neighboring  stream  to  nreasure  its 
width  in  this  way.  They  were  surprised  to  find  that  they  could  com- 
plete the  measurement  entirely  from  the  one  bank.  The  experiment 
enabled  them  to  comprehend  how  the  surveyor  triangles  across  a  val- 
ley. By  the  use  of  the  same  principle  they  computed  the  height  of 
the  flag-pole  on  the  school-house  and  of  a  near-by  tree. 

"Local  industries  and  civil  organizations  may  be  drawn  on  for 
data.  The  size  of  the  elevator  will  furnish  a  problem  in  computing 
capacity.  Use  may  be  made  of  data  concerning  shipments  of  wheat 
■ — cost,  car  capacity,  destination,  etc.  When  the  class  is  studying 
taxes  get  the  township  or  school  clerk  to  inform  you  as  to  the  valua- 
tion of  the  township  or  district;  let  the  class  estimate  the  tax  levy, 
and  compute  the  rate.  They  may  then  extend  the  total  tax  for  various 
imaginary  or  real  individuals.  When  my  eighth  grade  was  studying 
the  subject  last  year,  I  obtained  data  from  the  tax  receipts  of  the 
gentlemen  who  had  property  in  several  localities.  The  class  found 
and  compared  the  rates. 

"Proportion  and  some  other  subjects  are  well  illustrated  by  the 
physical  laws  of  the  pulley,  lever,  wheel,  and  inclined  plane.  The 
laws  of  motion  and  the  principles  of  mechanics  are  thus  introduced. 
They  ought  to  be  taught  more  than  they  are  in  the  common  school. 
Just  recently  I  heard  a>supposedly  intelligent  person  expressing  won- 
der at  the  strength  of  a  horse  because  it  was  moving  a  house.  The 
block  and  tackle  were  overlooked.  A  person  so  ignorant  of  mechani- 
cal laws  is  not  in  a  position  to  understand  this  machine  age. 

"It  is  essential  in  illustrating  arithmetic  that  the  teacher  should 
be  continually  on  the  watch  for  material.     Perhaps  a  mason  will  be 

185 


setting  stakes  and  strings  to  mark  out  the  position  of  a  foundation. 
You  may  see  him  measure  from  where  two  strings  cross,  eight  feet 
one  one  string  and  six  feet  on  the  other.  He  then  measures  diagon- 
ally across  to  test  his  right  angle.  Call  the  attention  of  the  eighth 
grade  to  the  measurements — perhaps  even  have  them  reproduce 
them — and  you  will  have  thrown  considerable  light  on  the  rule  re- 
lating to  the  square  on  the  hypotenuse.  The  teacher  who  is  inter- 
ested in  his  environment  and  is  alive  to  the  world  of  industry  about 
him  will  soon  bring  arithmetic  into  touch  with  real  life." 

The  following  list  of  problems  will  be  suggestive  of  the  supple- 
mentary work  that  ought  to  be  done. 

1.  What  system  of  notation  do  we  use  in  Arithmetical  computa- 
tions ? 

2.  How  does  the  Hindu-Arabic  systems  of  notation  differ  from 
the  Roman  system? 

3.  What  is  characteristic  feature  of  the  Hindu- Arabic  notation? 

4.  Why  is  the  Hindu-Arabic  system  of  notation  called  a  decimal 
system? 

5.  What  is  meant  by  the  base,  or  scale  of  a  system  of  notation? 

6.  What  is  meant  by  the  place-value  feature  of  our  system  of 
notation? 

7.  Add  765  and  436  in  the  scale  of  8. 

8.  Divide  4132  by  5  in  the  scale  of  6. 

9.  Name  the  seven  letters  used  in  the  Roman  system  of  nota- 
tion to  represent  numbers,  and  give  the  five  principles  that  govern 
the  use  of  these  letters  in  representing  numbers. 

10.  Compare  the  local,  or  place,  value  of  the  different  digits  in 
808.42.  How  would  it  affect  the  value  of  the  number  to  move  the 
decimal  point  two  places  to  the  left?  How  would  that  affect  the  local 
value  of  the  several  digits.  How  would  it  affect  the  relative  local 
values  of  the  digits? 

11.  Why,  in  reducing  a  common  fraction  to  a  demical,  do  you 
add  zeros  to  the  numerator?    Show  just  how  %  is  equal  to  .75. 

12.  Show  that  a  divisor  of  two  numbers  is  also  a  divisor  of  their 
sum  or  difference. 

13.  Name  at  least  three  general  principles  employed  in  dealing 
with  common  fractions. 

14.  Prove  that,  if  the  same  number  is  added  to  both  numerator 
and  denominator  of  a  proper  fraction,  the  value  of  the  fraction  is 
increased. 

15.  A  gardener  prepared  for  market  with  three  varieties  of  cab- 
bage plants;  168  plants  of  the  first  kind,  264  of  the  second,  and  312 
of  the  third.  He  tied  them  in  the  largest  possible  bunches,  without 
mixing  the  varieties,  and  had  the  same  number  of  plants  in  each 
bunch.  How  many  plants  in  each  bunch?  How  many  bunches  of 
each  variety? 

16.  A  farmer  has  a  field  in  the  form  of  a  rectangle  64  rd.  long 
and  52  rd.  wide.    He  sowed  the  field  in  wheat  using  200  lb.  of  fertilizer 

186 


to  the  acre  on  one-half  of  the  field.  On  the  half  not  fertilized,  the 
yield  was  14  2-3  bu.  per  acre.  On  the  fertilized  half  the  yield  was 
15-11  of  the  yield  on  the  unfertilized  half.  What  profit  did  the  farmer 
derive  from  the  fertiizer,  if  it  cost  $3.0  a  ton;  and  the  wheat  was 
worth  90  cents  a  bushel? 

17.  The  standard  formula  for  Bordeaux  Mixture  is  6  lbs.  of  blue- 
stone  and  4  lb.  of  lime  dissolved  in  50  gal.  of  water.  A  man  desires 
to  spray  240  apple  trees  with  this  mixture,  using  2^/^  gal.  of  the 
spray  for  each  tree.  How  many  pounds  of  each  of  the  chemicals 
must  he  use?  What  will  the  spray  cost  if  bluestone  is  worth  81-3 
cents  a  lb.,  and  lime  %  of  a  sent  a  lb.? 

18.  A  farmer  gathered  779  bu.  3.2  qt.  of  corn  from  18  A.  and  60 
sq.  rd.  of  land.     What  was  the  average  yield  per  acre? 

19.  A  cubic  foot  of  water  w^eighs  62.5  lb.  If  an  acre  of  clover 
in  growing  removes  302.5  tons  of  water  from  the  soil,  how  many 
inches  of  rainfall  would  be  necessary  to  supply  that  amount  of  water? 

20.  An  acre  of  tobacco  takes  from  the  soil  511  bu.  of  nitrogen, 
5  lbs.  of  phosphoric  acid,  and  54  lb.  of  potash.  How  many  pounds 
of  fertilizer  would  be  necessary  to  restore  the  potash  to  the  soil  on 
the  acre,  if  the  analysis  of  the  fertilizer  shows  8%  phosphoric  acid, 
2  1-2%  nitrogen,  and  6%  potash?  When  enough  of  the  fertilizer  has 
been  used  to  restore  the  potash,  how  many  pounds  of  each  of  the 
other  two  plant  foods  have  been  put  into  the  soil? 

21.  The  specific  gravity  of  a  solid  is  the  ratio  of  the  weight  of  the 
solid  to  the  weight  of  an  equal  volume  of  water.  What  is  the  weight 
of  20  oak  joist  16  ft.  long,  8  in.  wide,  and  2  in.  thick,  if  the  specific 
gravity  of  oak  is  %?     (Water  weighs  62.5  lb.  per  cu.  ft.) 

22.  The  speoific  gravity  of  limestone  is  2.75.  What  is  the  weight 
of  a  block  of  such  stone  4  ft.  6  in.  long,  2  ft.  8  in.  wide,  1  ft.  9  in. 
thick? 

23.  A  cylindrical  tank  is  5  ft.  deep,  and  holds  470.016  gal.  What 
is  the  diameter  of  the  tank?  How  many  staves  3  in.  wide  would  it 
take  to  build  the  tank?  (gal.  =  231  cu.  in.) 

24.  A  bushel  is  2150.4  cu.  in.  A  wheat  bin  8  ft.  long,  and  5  ft. 
wide  has  in  it  230  bushels  of  wheat.  If  the  wheat  in  the  bin  is  of 
uniform  depth,  what  is  the  depth? 

25.  A  plot  of  a  field  of  four  sides  gives  the  length  of  the  sides 
8.5  in.,  9  in.,  10  in.,  and  6.5  in.,  respectively;  and  one  diagonal  11.5 
in.  Find  the  area  of  the  field  if  the  plot  is  on  a  scale  of  1  in.  =  50 
ft.   (Give  either  one  of  the  two  possible  solutions). 

26.  A  farmer  sold  200  bu.  of  corn  at  60  cents  a  bu.  A  bu.  of  corn 
fed  to  a  hog  will  add  9  lb.  to  the  hog's  weight.  Again  a  bushel  of 
corn  has  in  it  .8  lb.  of  nitrogen,  .3  lb.  of  phosphoric  acid,  and  .2  lb. 
of  potash.  If  the  corn  had  been  fed  to  hogs,  these  plant  food  elements 
would  have  been  left  on  the  land.  What  did  the  farmer  lose  by 
selling  his  corn,  instead  of  feeding  it  to  hogs;  if  the  market  price  of 
hogs  was  6  cents  a  lb.,  nitrogen  20  cents  a  lb.,  phosphoric  acid  7 
cents  a  lb.,  and  potash  6  cents  a  lb.? 

187 


27.  3.25%  of  the  total  number  of  deaths  in  Kentucky  in  1912  was 
due  to  pneumonia.  What  was  the  total  number  of  deaths  in  the 
State,  if  2,447  people  died  of  pneumonia?  What  was  the  total  num- 
ber of  cases  of  pneumonia,  if  20%  of  the  cases  were  fatal?  (Calcu- 
late to  nearest  integer.) 

28.  What  is  the  daily  income  from  a  cow  that  averages  28  lb.  of 
milk  per  day,  if  the  milk  is  4.8%  butter  fat;  and  butter  fat  is  worth 
30  cents  a  lb.,  and  skim  milk  is  worth  8  cents  a  gal?  (1  gal.  of  milk 
=8.6  lb.) 

29.  A  trader  bought  a  span  of  mules  Jan.  1,  1913,  for  $410,  what 
profit  will  he  make  if  he  sells  the  mules  today  (examination  day) 
for  $500;  if  the  expense  of  keeping  the  mules  was  $18,  and  money 
is  worth  6%? 

30.  A  note  of  $360  dated  Jan.  1,  1913,  with  interest  at  6%,  due 
in  one  year,  is  discounted  today  at  bank  at  8%.  A  payment  of  $50 
was  made  on  the  note  April  1,  1913.     Find  the  proceeds  of  the  note. 

31.  A.  commercial  discount  of  2%,  10%,  and  5%  is  equivalent  to 
what  single  rate?  6%  interest  for  1  yr.  3  mo.  and  18  da.  is  equivalent 
to  what  simple  rate  per  cent? 

32.  A  merchant  marked  his  goods  30%  above  cost,  and  sold  them 
at  a  certain  per  cent  discount  and  still  make  20%  profit.  What  was 
the  rate  per  cent  of  discount? 

33.  A  man  bought  a  farm  Jan.  1,  i913,  for  $7,000,  paying  $2,500 
cash,  and  five  6%  interest  bearing  notes  for  $500  each,  interest  pay- 
able annually.  The  notes  are  due  in  1,  2,  3,  4,  and  5  years,  respec- 
tively. He  paid  $250  on  the  first  note  May  20,  1913.  How  much  money 
will  be  required  to  meet  the  balance  of  the  first  payment  Jan.  1,  1914? 

34.  A  contractor  engaged  to  do  a  certain  piece  of  work  in  30 
days.  9  men  or  12  boys  could  have  done  the  work  in  the  required 
time.  He  worked  3  men  and  8  boys  for  10  days,  when  he  dismissed 
the  boys,  and  employed  enough  additional  men  to  complete  the  work 
in  the  30  days.     How  many  additional  men  did  he  employ? 

35.  A  man  hoed  a  field  of  corn  in  28  hours.  He  found  that  if  he 
had  hoed  two  more  rows  per  hour  he  could  have  hoed  the  field  in 
20  hours.  How  many  rows  did  he  hoe  in  an  hour?  How  many  rows 
were  there  in  the  field? 

36.  3-5%  of  a  manure  is  nitrogen,  1-3%  phosphoric  acid,  and  i/^% 
potash.  What  is  the  value  of  these  plant  foods  in  8,000  lb.  of  the 
manure,  if  nitrogen  is  worth  20  cents  a  lb.,  phosphoric  acid  worth  5 
cents  a  lb  and  potash  worth  6  cents  a  lb.? 

37.  What  is  the  value  of  a  ton  of  commercial  fertilizer  that 
analyzes  3%  nitrogen,  4%  potash,  and  8%  phosphoric  acid,  if  nitrogen 
is  worth  22  cents  a  lb.,  potash  6^4  cents  a  lb.,  and  phosphoric  acid 
5  cents  a  lb.? 

38.  Milk  is  3.2%  protein,  3.8%  fat,  5%  carbo-hydratse. 
Beef,  fresh,  15.5%  protein,  15%  fat. 

Bread,  9%  protein,  .8%  fat,  48.8%  carbo-hydrates. 
Irish  Potatoes  1.5%  protein,  1%  fat,  14%  carbo-hydrates. 

188 


A  man  drank  3  pt.  (3  lbs.)  of  milk,  and  ate  1  lb.  of  beef,  8 
oz.  of  bread,  and  6  oz.  of  potatoes  in  a  day.  How  many  oz.  of  each 
of  these  nutrients  were  in  the  day's  rations? 

GEOGRAPHY. 
First  Month. — The  Earth  as  a  Whole,  The  Earth,  Upheaval,  Wear- 
ing Away. 

Second   Month. — The  Earth  as  a  Whole.     Climate,  Life,  Man. 

Third  Month. — North  America  and  Eurasia  as  Wholes. 

Fourth   Month. — Europe  completed  per  text-book. 

Fifth  Month. — Asia  in  its  relations. 

Sixth   Month. — Africa,  Australia  and  Islands. 

PHYSIOLOGY. 

First  Month. — The  Respiratory  System.  Breathing.  Hygiene  of 
Breathing  and  Ventilation. 

Second  Month. — The  Heat  of  the  Body.  Secretory  System.  The 
Hygiene  of  the  Secretory  System. 

Third  Month. — The  Nervous  System.  The  Brain,  Spinal  Cord, 
Nerves,  and  the  Sympathetic  System.  The  Work  of  the  Nervous 
System. 

Fourth  Month. — The  Hygiene  and  Diseases  of  the  Nervous  Sys- 
tem. 

Fifth  Month.— The  Eye.  The  Work  a'hd  Hygiene  of  the  Eye. 
The  Ear  and  Hygiene  of  the  Ear. 

Sixth   Month. — The  Nose.     Taste.     Touch.     Bacteria. 

SUGGESTIONS  AND    DIRECTIONS. 

The  Eighth  Grade  Course  is  very  similar  to  the  Sixth  Grade 
Course;   and,  for  this  reason,  the  teacher  should  study  that  caurse. 

The  writer  would  repeat  that  Good  Health  is  the  specific  end 
we  are  trying  to  reach  this  year.  We  want  to  drive  these  lessons 
home  until  they  bear  immediate  and  valuable  fruit  in  a  more  healthy 
people  and  a  more  healthful  environment.  The  school  should  take 
for  its  battle  cries:  "Down  with  Preventable  Disease,"  "Swat  that 
Fly,"  "Death  to  the  Mosquito,"  "The  Hookworm  must  go,"  "Typhoid 
fever  is  preventable,"  "Small  pox  is  a  relic  of  the  Dark  Ages," 
"Take  the  World  for  Good  Health,"  "He  who  knowingly  spreads  a 
disease  is  a  savage." 

Again,  beginning  at  the  school  house,  the  teacher  and  his  class 
should  make  a  survey  of  the  district  for  those  conditions  dangerous 
to  health.  They  should  carefully  gather  the  data;  and  the  people 
of  the  district  should  be  brought  together  and  the  facts  pointed  out. 
Suppression  of  the  truth  in  such  important  matters  as  public  health 
is  criminal  folly.  So  long  as  people  empty  slops  and  sewage  about 
the  wells  which  contain  their  drinking  water,  dig  wells  in  barn  yards 
to  be  used  alike  by  man  and  beast,  maintain  out-door  closets  so  vile 
and  filthy  as  to  stifle  those  patronizing  them,  leave  dead  animals  to 

189 


rot  unburied  near  dwellings,  encourage  conditons  which  breed  germ- 
transmitting  flies  by  the  million,  defy  laws  of  air  space  and  ventila- 
tion in  homes  and  school  buildings  alike,  there  is  ample  reason  for 
carrying  on  a  campaign  of  this  sort.  It  goes  without  saying  that  all 
these  things  should  be  done  with  infinite  patience  and  tact;  with 
zeal  and  good  feeling  for  the  public  welfare;  but  they  should  be 
done.  The  people,  young  and  old,  should  be  told  the  truth.  If  the 
teacher  be  afraid  of  his  job,  he  might  get  some  physician  to  meet 
the  people  and  tell  them  the  truth. 

Among  the  many  things  the  school  should  do  along  these  lines 
we  would  mention  the  following: 

1.  Teach  the  whole  district  the  danger  of  soil  pollution  and  how 
to  avoid  it. 

2.  How  to  make  a  sanitary  toilet. 

3.  How  avoid  typhoid  fever;  and  how  care  for  typhoid  patients 
in  the  interest  of  the  well  people. 

4.  How  ventilate  homes,  school  houses  and  churches. 

5.  How  secure  a  supply  of  pure  water. 

6.  How  handle  water  to  keep  it  pure. 

7.  How  get  rid  of  flies  and  mosquitoes. 

8.  Danger  of  these  insects. 

9.  The  list  of  preventable  diseases  and  how  avoid  them. 

10.  Make  a  census  of  deaths  n  the  district  from  preventable  dis- 
eases in  the  last  five  years.  Consult  the  physicians  and  secure  their 
assistance  in  your  battle  for  good  health. 

11.  Get  the  people  to  come  together  to  consult  about  these  mat- 
ters. Furnish  some  local  speaker,  doctor  or  layman,  with  the  facts. 
Make  the  people  know  the  truth;  and  "the  truth  shall  make  them 
free." 

12.  Last  but  not  least,  never  quit  agitating  until  the  school  house 
and  grounds  are  right  from  the  standpoint  of  Good  Health; 

9_HIST0RY. 

First  Month. — From  the  adoption  of  the  Constitution  to  the  War 
of  1812.     Chaps.  20-23  inclusive. 

Second  Month. — From  the  War  of  1812  to  the  Mexican  War. 

Third  Month. — From  the  Opening  of  the  Mexican  War  to  the  Be- 
ginning of  the  Civil  War. 

Fourth    Month.— The  Civil  War. 

Fifth   Month. — From  the  Civil  War  to  the  Present  Time. 

Sixth  Month. — ^A  Review  of  Great  Movements  in  United  States 
History. 

SUGGESTIONS  AND    DIRECTIONS. 

The  paramount  idea  this  year  is  the  building  of  a  nation,  and 
the  d'evelopment  of  a  national  life  and  spirit.  For  method  study  Mace 
and  Hinsdale.  The  great  end  of  education  is  character.  If  history 
teaching  does  not  result  in   better   ctizenship,   it  has   failed.     If  it 

190 


h-^s  not  lessened  prejudices  and  broadened  sympathies,  it  has  failed. 
If  students  do  not  go  out  of  school  with  higher  ideas  of  life  and  its 
duties,  school  life  is  a  failure.  Supplementary  Reading:  Self  Help, 
Four  American  Naval  Heroes,  Four  American  Patriots,  Four  Great 
Americans,  Lives  of  the  Presidents,  Our  Great  Republic,  Guerber's 
Stories  of  the  Greeks  and  the  Romans,  Stories  from  Life,  Johonnot's 
Ten  Great  Events  in  History,  Walton  and  Brumbaugh's  Stories  of 
Pennsylvania. 

History  is  the  life  story  of  a  people,  and  the  fundamental  idea 
is  growth.  The  life  of  the  American  people  is  expressed  in  such 
institutions  as  the  Home,  the  School,  the  Church,  the  State  and  the 
Industrial  Institutions. 


SUGGESTIONS   AND    DIRECTIONS. 

The  paramount  idea  this  year  is  the  building  of  a  nation,  and  the 
development  of  a  national  life  and  spirit.  For  method  study  Mace 
and  Hinsdale.  The  great  end  of  education  is  character.  If  history 
teaching  does  not  result  in  better  citizenship,  it  has  failed.  If  it 
has  not  lessened  prejudices  and  broadened  sympathies,  it  has  failed. 
If  students  do  not  go  out  of  school  with  higher  ideas  of  life  and  its 
duties,  school  life  is  a  failure.  Supplementary  Reading:  Self  Help, 
Four  American  Naval  Heroes,  Four  American  Patriots,  Four  Great 
Americans,  Lives  of  the  Presidents,  Our  Great  Republic,  Guerber's 
Stories  of  the  Greeks  and  the  Romans,  Stories  from  Life,  Johonnot's 
Ten  Great  Events  in  History,  Walton  and  Brumbaugh's  Stories  of 
Pennsylvania. 

History  is  the  life  story  of  a  people,  and  the  fundamental  idea 
is  growth.  The  life  of  the  American  people  is  expressed  in  such  in- 
stitutions as  the  Home,  the  School,  the  Church,  the  State  and  the  In- 
dustrial Institutions. 

Each  of  these  institutions  is  a  growth.  The  modern  American 
Home  inter-related  with  other  homes  by  telephones,  telegraph,  etc., 
and  with  all  other  institutions  in  a  thousand  ways  is  a  growth  from 
the  pioneer  home.  The  primitive  school  of  our  forefathers  has  grown 
into  gheat  educational  systems.  The  church  has  grown  in  feeling 
and  organizatoin.  From  the  League  of  1643,  a  mighty  federated  na- 
tion has  evolved.  Our  whole  industrial  life  is  a  growth.  From  the 
primitive  wagon  to  the  Pullman  Car  and  the  ocean  steamer,  from 
the  reap-hook  to  the  binder,  from  the  needle  to  the  sewing  machine, 
all  is  a  mighty  growth  from  the  simple  to  the  complex. 

Those  facts  of  history  are  of  value  that  indicate  growth.  Unre- 
lated facts  are  valueless.  Emphasize  those  events  in  our  history 
that  reveal  the  thought  and  tendency  of  the  times.  Certain  series  of 
events  stand  out  in  American  History  and  should  receive  special 
attention.  Such  are  the  territorial  growth,  religious  toleration,  the 
slavery  system,  the  protective  system,  the  Civil  Service  Reform,  in- 
ventions, the  school  system,  transportation  lines,  the  postal  system,  etc. 

191 


7-8— HISTORY. 

The  schools  of  the  State  are  required  to  teach  United  States  His- 
tory. We  have  two  texts  adopted,  according  to  law.  The  study  of 
these  texts  have  been  distributed  through  four  grades.  In  this  way, 
a  part  of  the  pupil's  time  during  four  years  is  given  to  this  subject. 
Since  history,  thus,  holds  such  a  large  place  in  our  schools,  it  should 
be  held  accountable  for  using  this  extensive  and  valuable  time  in  the 
life  of  the  child  to  secure  directly  practical  results.  What  are  the 
facts  as  they  exist  in  our  schools  and  in  our  state? 

Of  course,  the  average  teacher  can  do  little  more,  and  does  do 
little  more  than  reproduce  or  have  reproduced,  the  matter  of  the  text 
in  just  the  shape  and  order  in  which  it  is  presented  in  the  text.  His 
training  is  not  broad  enough  to  enable  him  to  do  more  than  this. 
He  must,  he  thinks,  follow  the  chop-feed  method  of  treatment  of  our 
histories.  The  logic  of  events  is  lost  by  the  hop-skip-and-jump  pro- 
cedure from  the  political  to  the  military,  then  to  the  literary,  then  to 
the  religious,  then  to  the  industrial,  etc.,  every  four  years.  There  is  a 
discontinuity  that  is  bewildering  to  teacher  and  student.  All  sense  of 
order  is  lost.  "History  is  shot  full  of  gaps."  Neither  teacher  or  pupil 
puts  things  together  as  cause  and  effect. 

On  the  side  of  the  state,  we  have  results  which  stare  us  in  the 
face,  as  to  what  has  not  been  accomplished  in  the  past.  In  too  large 
a  measure  we  have  an  ignorant  citizenship,  ignorant  of  the  meaning 
of  the  issues  confronting  us  now  and  liable  to  be  misled  in  their 
actions  and  attitudes  relative  to  these  problems.  As  a  social  fact, 
we  know  that  things  are  little  understood.  In  a  republic  bought  with 
blood  and  sacrifice,  we  find  large  bodies  of  our  citizens  selling  their 
votes,  and  others  buying  them.  In  times  of  peace,  we  find  parts  of 
our  state  suffering  some  of  the  horrors  of  war  because  bodies  of  citi- 
zens take  the  law  into  their  own  hands  to  free  themselves  from  some 
industrial  oppression,  real  or  imaginary,  or  to  avenge  some  hideous 
and  unspeakable  crime. 

The  educational  situation  in  the  state  demands  better  results  from 
the  teaching  of  history  in  our  public  schools.  To  secure  then  better 
results,  we  must  abandon  the  idea  that  history  is  only  to  give  polite 
information,  and  we  must  change  our  skip-hop-and-jump  method  for  a  ra- 
tional one.  We  must  substitute  the  idea  that  history  gives  information 
that  is  useful  because  it  throws  light  on  the  problems  of  our  times,  or  is  a 
study  of  those  problems  directly.  We  want  men  and  women  who  can 
tell  where  the  ship  of  state  is  drifting  by  knowing  the  meaning  of  the 
tendencies  of  the  times.  We  want  the  common  voters  to  study  and 
understand  the  present  in  the  light  of  the  experience  of  the  past  as 
recorded  in  history.  This  is  the  chief  end  of  the  whole  public  school 
system.  We  want  the  voters  to  know  how  to  vote  in  a  national  cam- 
paign on  the  tariff  question,  because  they  understand  the  relation  of 
the  tariff  to  themselves  and  to  the  life  of  the  nation.  To  be  more 
specific,  the  young  citizen  should  be  taught  in  the  history  class,  in  a 

192 


fair  and  impartial  way,  the  positions  of  the  protectionist,  the  free 
trader  and  the  advocate  of  a  tariff  for  revenue  only.  We  want  these 
young  citizens  to  understand  the  political  system  under  which  they 
live,  in  spirit  and  organization,  well  enough  to  he  able  to  decide 
whether  their  rights  among  men  are  being  subserved  or  subverted; 
and  if  subverted,  to  have  some  notion  of  remedies  short  of  a  destruc-' 
tion  of  our  admirable  system  of  government.  We  want  these  young 
people  to  get  larger  and  clearer  visions  of  social  equality  and  social 
justice,  as  against  industrial  exploitation  and  political  deception.  We 
want  them  to  burn  wth  enthusiasm  for  the  rights  of  man,  and  to  have 
ideals  of  a  better  society  and  a  greater  faith  in  social  progress.  We 
want  history  to  give  our  youth  such  a  clear  and  truthful  account  of 
public  affairs  in  the  past,  that  they  may  be  able  to  control  them  in  the 
future.  If  history  is  going  to  occupy  such  a  broad  field  in  the  life 
of  the  child,  it  must  teach  him  the  things  it  is  necessary  for  him  as  a 
citizen,  to  know. 

If  History  is  to  do  these  things  for  the  young  citizen  what  must  it 
teach  him?  What  is  it  he  needs  to  know?  In  the  way  of  suggestion, 
it  may  be  said  that,  up  to  the  adoption  of  the  Constitution,  the  pupils 
should  be  made  familiar  with  such  historical  land  marks  as: 

1.  Steps  toward  unity  of  the  colonies. 

2.  Growth  of  religious  toleration  and  the  idea  of  suffrage. 

3.  Forms  of  government  of  the  colonies  as  bearing  on  the  con- 
stitution. 

4.  International  strife  over  the  colonies,  resulting  in  the  triumph 
of  England. 

5.  The  Commercial  policy  of  England  toward  the  colonies  ending 
in  the  Revolution. 

6.  The  introduction  and  development  of  the  slavery  system. 

7.  The  labor  systems  in  the  colonies. 

In  the  National  period,  beginning  with  the  adoption  of  the  Con- 
stitution, the  pupil  should  know: 

1.  The  organization  of  government  and  parties. 

2.  The  struggle  for  commercial  independence. 

3.  The  western  expansion  of  territory. 

4.  The  development  of  population  and  transportation  facilities. 

5.  Revolutionizing  inventions  and  processes. 

6.  Political  parties  and  doctrines. 

7.  Establishment  and  growth  of  the  protective  tariff. 

8.  Problems  in  finance  and  banking. 

9.  Development  of  the  slavery  issue. 

10.  Chief  international  problems,  such  as  the  Monroe  Doctrine. 

11.  The  Spoils  System. 

12.  Financial  Panics. 

13.  Inventions,   schools,  literature,   science,  etc. 

These  are  some  of  the  large  problems  which,  the  citizen  needs  to 
know  and  which  the  schools  should  teach.  The  next  question  that 
presents  itself  is:  "If  the  pupil  needs  to  know  these  things,  how  does 

193 

C.  S.— 7 


he  need  to  know  them?"  It  may  be  answered  that  he  needs  to  know 
the  tariff  history  in  itself,  the  financial  history  in  itself,  the  slavery 
history  In  itself,  etc.  He  needs  to  know  facts  in  relation.  Facts  of 
history  are  related  in  various  ways.  They  may  be  related  in  place; 
as  the  Declaration  of  Independence  and  the  Constitution  of  the  United 
States,  both  were  adopted  in  Philadelphia.  They  may  be  related  in 
time;,  as  the  Surrender  of  Lee  and  the  assassination  of  Lincoln  took 
place  in  1865.  They  may  be  related  as  cause  and  effect  in  the  contin- 
uous development  of  a  system  like  the  links  in  a  chain,  following  each 
other  in  time;  as  the  Missouri  Compromise  and  the  Kansas-Nebraska 
Bill  in  the  slavery  question.  Or  facts  may  be  related  as  cause  and 
eJect  in  the  parallel  development  of  different  systems  as  the  McKinley 
Tariff  Bill  in  the  continuous  development  of  the  Tariff  System  and  the 
restoration  of  the  Republican  Party  to  power  in  the  election  of  Mr.  Mc- 
Kinley president  in  the  development  of  the  party  systems.  That  is,  a 
fact  may  be  related  as  cause  to  another  fact  as  effect  of  the  same  kind 
or  name  as  itself,  or  it  may  be  related  as  cause  to  another  fact  as  effect 
of  a  totally  different  kind  from  itself.  A  fact  of  history  has  been  well 
taught  when  the  pupils  understand  the  fact  in  itself,  as  what  the  Mon- 
roe Doctrine  is;  when  they  know  the  time  and  place  of  it;  when  they 
understand  how  it  came  about  in  the  continuous  development  of  our 
foreign  affairs,  how  it  is  related  to  what  went  before  and  came  after 
it;  its  cause  and  effects  in  our  foreign  relations;  and  when  they  under- 
stand the  cause  of  it  as  growing  out  of  our  system  of  self-defense  and 
its  effect  upon  other  lines  of  development  such  as  our  Navy,  the  Pan- 
ama Canal,  etc.,  etc.  The  Important  facts  of  history  are  those  that  are 
related. to  important  lines  of  national  development.  Now,  it  is  a  well 
known  fact  in  teaching  that  several  facts  that  are  related,  are  more 
easily  remembered  and  understood  than  are  isolated  facts.  This  peda- 
gogical +-.'uih  suggests  the  method  of  teaching,  which  follows: 

A   METHOD  OF  TEACHING   HISTORY. 

1.  All  the  facts  presented  in  our  school  histories  are  not  of  equal 
value,  and  should  not  receive  the  same  amount  of  time,  study  or  em- 
phasis. The  teacher  should  determine  the  historical  chains  he  means 
to  develop  and  then  carefully  select  and  place  in  logical  order  the 
facts  which  are  to  form  the  links  in  the  chain. 

2.  It  is  plain  that  if  we  try  to  teach  all  the  facts  of  history  in  a 
disconnected  way,  the  pupils  will  understand  and  remember  few  of 
them.  Therefore,  the  teacher  should  divide  the  facts  of  history  into 
two  general  classes.  (1)  Those  facts  that  form  the  links  in  the  histori- 
cal chains  which  he  purposes  to  forge.  (2)  All  other  facts  presented 
in  the  text  book.  The  facts-links  must  be  closely  studied,  understood, 
related,  reviewed  and  remembered;  the  other  facts  may  be  omitted 
altogther  or  read,  understood  and  enjoyed. 

3.  Not  every  fact  related  to  the  historical  chains  is  of  equal  value. 
In  selecting  facts  to  be  woven  into  the  chain  of  events,  two  criteria 

194 


should  be  continuously  kept  in  mind.  (1)  Is  this  fact  of  such  import- 
ance that  the  history  or  destiny  of  the  country  would  be  different  if 
the  fact  never  had  existed?  (2)  Is  this  fact  of  such  a  kind  that  the 
vital  determining  facts  cannot  be  understood  without  it?  If  a  given 
fact  falls  under  either  one  of  these  heads,  it  must  be  taught;  other- 
wise it  may  be  treated  as  if  it  were  not  related  at  all  to  the  chains. 

4.  Not  only  must  the  events  of  history  be  arranged  as  contin- 
uous chains,  but  the  different  chains  must  be  related  to  each  other 
in  such  a  way  that  each  may  explain  the  other.  Without  these 
cross  relations,  the  chains  cannot  be  understood.  To  use  another 
figure,  the  chains  of  events  may  be  considered  as  the  warp  of  his- 
tory and  these  cross  relations  as  the  woof,  altogether  forming  a 
tapestry  of  American  life. 

5.  Since  our  school  histories  present  the  facts  of  history  in 
chronological  order,  or  at  least  as  related  in  time,  it  is  probably  best 
to  follow  this  order  in  teaching  them.  Therefore,  the  following  four- 
step  plan  may  be  used:  (a)  The  teacher  may  select  the  chains  of 
history  he  intends  to  forge  and  use  them  as  criteria  in  selecting  facts, 
(b)  The  facts  may  be  taught  in  the  order  they  are  presented  in  the 
text  book,  those  facts  being  emphasized  which  form  the  links  of 
the  chain,  (c)  As  the  links  of  the  historical  chain  present  them- 
selves in  the  successive  lessons,  they  should  be  welded  together  by 
reviews,  (d)  As  the  chains  are  developed,  they  should  be  related  to 
each  other  in  the  lessons  and  reviews. 

HISTORICAL   OUTLINES. 
I.    OUTLINE    OF    WASHINGTON'S    ADMINISTRATION,    1789-1797. 
Events   related   in  time. 

1.  Washington's  Cabinet,  paragraph  321. 

2.  Hamilton  as  a  financier,  paragraph  322. 

3.  The  Bank  of  the  United  States,  paragraph  323. 

4.  The  Seat  of  Government,  paragraph  323. 

5.  The  Northwestern   Territory,   paragraph   324. 

6.  The  Ohio  Company,  paragraph  325. 

7.  Indian  Troubles,  paragraph  326. 

8.  The  Whisky  Rebellion,  paragraph  327. 

9.  The  French  Revolution,  paragraph  328. 

10.  The   Reign   of   Terror,   paragraph   329. 

11.  Trouble  with  England,  paragraph  330. 

12.  Jay's  Treaty,  paragraph  331. 

13.  Citizen  Genet,  paragraph  332. 

14.  The  Two  Political  Parties,  paragraph  333. 

15.  A  Treaty  with  Spain,  paragraph  334. 

16.  Treaty  witli  Algiers,  paragraph  335. 

17.  Washington's  Farewell  Address,  paragraph  336. 

18.  Washington's  Plea  for  Union,  paragraph  337. 

19.  The  Republican  Court,  paragraph  338. 

20.  Results  of  First  Administration,  paragraph  339. 

195 


EVENTS   OF   WASHINGTON'S   ADMINISTRATION. 

Rearranged   on  the   Basis  of  the   Chains  as   Hereinbefore   Set    Forth. 
To  Study  and  Review. 

1.  Hamilton  as  a  financier,  paragraph  322 — Finance  Chain. 

2.  Bank  of  United  States,  paragraph  823 — Finance  Chain. 

3.  Northwestern   Territory,   paragraph   324 — Expansion   Chain. 

4.  French     Revolution,      paragraphs     328-329 — Foreign      Affairs 
Chain. 

5.  Jay's   Treaty,    paragraphs   330-331 — Foreign   Affairs    Chain. 

6.  The  Political  Parties,  paragraph  333 — Political  parties  chain. 

For   Reading  and    Enjoyment. 

1.  Washington's  Cabinet,  paragraph  321. 

2.  Seat   of   Government,   paragraph   323. 

3.  The  Ohio  Company,  paragraph  325. 

4.  Indian  Trouble,  paragraph  326. 

5.  Whisky  Rebellion,  paragraph  327. 

6.  Citizen  Genet,  paragraph  332. 

7.  Treaties  with  Spain  and  Alg.Ieres,  paragraphs  334-335. 

8.  Washington's  Farewell  Address,  paragraphs  336. 

9.  Washington's  Plea  for  a  Union,   paragraph   337. 

10.  The  Republican  Court,  paragraph  338. 

11.  Results  of  First  Administration. 

The  first  six  subjects  have  been  selected  for  intensive  study  be- 
cause they  form  links  in  the  chains  previously  determined  upon;  the 
last  eleven  subjects  have  been  set  aside  for  simple  reading  and  en- 
joyment, because  either  they  do  not  form  links  in  our  chains  or  be- 
cause they  are  not  vital.  Of  course,  we  might  have  planned  other 
chains  that  would  have  included  some  of  these  subjects  as  links. 

II.   OUTLINE   OF   THE   WESTERN    EXPANSION    CHAIN. 

1.  The  Treaty  of  Versailles,  paragraph  309. 

2.  Jay's  Treaty,  paragraphs  330-331. 

3.  Purchase  of  Louisiana,  paragraphs  355-356. 

4.  Removal  of  Indians,  paragraphs   406-407. 

5.  Acquisition  of  Florida,  paragraph  403. 

6.  Indian  Disturbances,  paragraph  418. 

7.  The   Mormans,   paragraphs   438-439. 

8.  Annexation  of  Texas,  paragraphs  440-441. 

9.  Boundary  of  Oregon  and   British  America,   paragraph   444. 

10.  The  Southwestern  Boundary  and  the  War  with  Mexico,  para- 

graphs 44.5-446. 

11.  Treaty  of  Guadaloupe  Hidalgo,  paragraph  457. 

12.  The  Gadsden  Purchase,  paragraph   470. 

13.  Pacific   Railroad   Explorations,   paragraph   471. 

14.  Purchase  of  Russian  America,  paragraph  591. 

196 


15.  The  Pacific  Railroad,  paragraph   594. 

16.  The  War  with  the  Sioux  Indians,  611. 

17.  The  formation  of  States  from  newly  acquired  territory. 

The  above  outline  is  not  intended  to  be  exhaustive  but  suggest- 
ive. The  idea  is  for  the  teacher  to  organize  these  chains  of  events 
as  he  teaches  the  book  in  regular  order.  He  should  form  enough 
chains,  to  include  the  facts  worth  while  for  guidance.  As  the 
i'hain  outlines  grow  from  week  to  week,  the  relation  of  the  events 
in  one  chain  to  those  in  another  chain,  should  be  established.  For 
Example,  the  following  may  be  suggested. 

PARALLEL  CHAINS. 

Territorial    Expansion  Chain  Slavery   Chain. 

1.  Purchase   of  Louisiana,  Missouri  Compromise. 

2.  War  with  Mexico,  Wilmot  Proviso. 

3.  Treaty  of  Guadeloupe  Hidalgo  Compromise  of  1850. 

The  subject  of  teaching  history  has  been  gone  into  in  such  de- 
tail because  of  its  paramount  importance  in  the  preparation  of  a 
patriotic  enlightened  citizenship. 

10— KENTUCKY    HISTORY. 

Alternate  this  subject  with  Fifth  Reader  and  correlate  it  with 
the  United  States  History.     See  Seventh  Grade  Suggestions. 

11__CIVIL   GOVERNMENT. 

First  Month. — The  State  Citizens  Constitution  and  Bill  of  Rights. 
Chapter  VII. 

Second  Month. — The  United  States,  Form  of  Government,  Citi- 
zens, Aliens  and  Constitution.     Chapter  XI. 

Third  Month.— The  State,  The  Legislative  Department.  Chap- 
ter VIII. 

Fourth  Month. — The  United  States.  The  Legislative  Depart- 
ment.    Chapter  XII. 

Fifth  Month. — The  Executive  Departments  of  the  State  and  the 
United  States.     Chapter  IX  and  XIII. 

Sixth  Month. — The  Judicial  Departments  of  the  State  and  the 
United  States.     Chapters  X  and  XIX. 

SUGGESTIONS  AND   DIRECTIONS. 

1.  During  the  eighth  year,  a  comparative  study  of  the  state 
and  the  National  governments  will  be  made.  The  machinery  of  the 
two  governments  are  very  much  alike;  indeed  the  State  government 
is  modeled  after  the  National  government.  The  pupils  should  study 
then*,  side  ly  side  noting  their  likenesses  and  differences. 

2.  See  the  suggestions  for  the  seventh  grade. 

3.  Correlate  the  work  in  Civics  with  the  work  in  History  to 
show  the  trend  of  the  times. 

197 


4.  As  the  History  records  the  passage  of  new  laws,  or  the  estab- 
lishment of  new  departments  of  government,  or  accounts  of  execu- 
tive action  or  judicial  decisions,  the  pupils  should  be  trained  to  look 
into  the  Constitutions  for  the  authority  to  do  such  things. 

5.  Teach  the  pupils  a  reverence  for  the  constitutions  and  the 
laws  made  pursuant  thereto. 

6.  'j'oach  that  ursurpation  of  the  powers  of  one  department,  by 
anotlier  department,  is  a  crime. 

7.  Teach  that  there  can  be  no  liberty  except  under  the  reign 
of  law. 

8.  Teach  that  our  government  is  one  of  checks  and  balances 
founded  on  the  highest  wisdom,  and  that  it  should  be  changed  only 
after  the  calmest  and  most  mature  deliberation. 

9.  Teach  that  our  constitutional  governments  have  brought  us 
over  one  hundred  years  of  comparative  peace  and  the  greatest  pros- 
perity recorded  in  history;  and,  therefore,  it  deserves  our  most  in- 
tense loyalty. 

10.  Teach  the  pupils  to  study  men  and  their  motives,  to  discount 
the  arts  of  the  demagogue,  and  to  treat  all  men  fairly  and  justly. 

11.  As  in  that  elder  day  to  be  a  Roman  Citizen  was  the  highest 
honor,  so  teach  Kentucky  boys  and  Kentucky  girls  that  they  should 
so  live  and  act  that,  in  the  future  years,  no  greater  thing  can  be  said  of 
them  than  "He  or  she  is  an  American";  "He  or  she  is  a  Kentuckian." 

12— GENERAL   EXERCISES. 
AGRICULTURE. 
1.     FARM  ANIMALS.— (a)~Care  and   Feeding.— 

The  farm  animal  may  be  looked  upon  as  a  machine,  which  takes 
its  food  as  raw  material  and  transforms  it  into  other  products,  such 
as  milk,  wool,  meat,  etc. 

Teach: 

1.  The  different  kinds  and  compositions  of  feeds. 

2.  The  amount  of  food  required  by  the  various  animals  for  main- 
tenance for  each  thousand  pounds  of  weight. 

3.  What  is  meant  by  a  nutritive  ration?  Balanced  ration? 

4.  The  meaning  and  uses  of  protein,  albumen,  carbohydrates. 

5.  How  to  use  the  feeding  tables. 

6.  How  to  make  a  balanced  ration. 

7.  Find  the  results  obtained  from  feeding  various  feeds  and 
combination  of  feeds. 

8.  Have  each  pupil  determine  by  the  tables,  the  nutritive  ratio 
of  the  rations  fed  the  animals  on  his  father's  farm. 

The  above  suggestions  are.  not  intended  to  be  exhaustive,  but  to 
suggest  some  lines  along  which  the  teacher  and  pupil  may  profitably 
work.  It  is  expected  that  as  the  teacher's  knowledge  of  and  famil- 
iarity with  this  subject  increases,  he  will  learn  from  other  sources 
what  to  do  and  how  to  do  it. 

198 


(b)  Type  Forms. — 

Knowledge  of  qualities  of  farm  animals  can  be  gained  by  cultivat- 
ing the  power  of  observation. 

1.  Call  the  attention  of  pupils  to  pictures  and  written  descriptions 
of  the  different  breeds  and  types  of  farm  animals. 

2.  Study  carefully  the  correct  type  form,  and  have  the  pupils 
compare  the  animals  found  on  the  nearest  farms  with  these  pictures 
and  descriptions. 

3.  The  pictures  may  be  clipped  from  farm  bulletins  and  papers. 
Mount  them  on  cardboard  and  keep  for  further  reference. 

4.  Teach  the  characteristics,  types,  and  special  uses  of  each 
breed  of  animals. 

5.  In  this  way  a  study  should  be  made  of  the  different  breeds 
of  cattle,  sheep,  hogs,  horses,  and  other  farm  animals. 

(c)  Farm  Economics. — 

1.  Encourage  the  pupils  to  bring  in  reports  of  the  amount  of 
butter  and  milk  produced  during  the  year  by  the  different  breeds  of 
cattle  on  the  several  farms  of  the  neighborhood. 

2.  Have  the  pupils  investigate  the  total  amount  of  money  re- 
ceived from  the  various  farm  dairy  herds  in  the  locality,  the  cost  of 
keeping  the  cows,  and  the  total  net  loss  or  gain. 

3.  Discuss  the  reasons  for  this  loss  or  gain. 

4.  Make  a  table  showing  the  average  value  per  cow  of  the  dairy 
products  in  the  district. 

If  sheep  raising  is  practiced  in  the  district,  a  study  may  be  made 
of  the  breeds  of  sheep  and  data  collected  relative  to  the  amount  of 
wool  produced  by  individuals  of  the  dift'erent  breeds  in  the  district. 

1.  Age  at  which  sheep  are  most  profitably  killed  for  mutton. 

2.  Amount  of  mutton  produced  by  various  breeds  of  sheep,  the 
cost  of  keeping,  etc.     Best  mutton  breeds.     Best  wool  breeds. 

3.  The  effects  produced  on  land  by  sheep.  Why  are  they  con- 
sidered especially  profitable  on  hilly  land?     On  wild  land? 

4.  Why  are  certain  breeds  called  mutton  sheep  Wool  sheep? 
etc.     Why  is  not  one  kind  a  perfect  substitute  for  the  other? 

The  same  course  may  be  observed  in  regard  to  other  farm  ani- 
mals, the  object  of  this  work  being  to  awa4ten  the  pupils'  interest 
in  these  animals,  create  and  form  a  habit  of  observation  that  shall 
lead  to  definite  knowledge  regarding  the  things  with  which  they  are 
in  almost  daily  contact  and  with  which  they  must  deal  in  active  life, 
even  though  they  may  be  engaged  in  some  pursuit  other  than  agri- 
culture. 

(d)  FARM  POULTRY.— 

This  is  a  branch  of  agriculture  that  will  appeal  directly  to  farm 
boys  and  girls.  Instruction  in  this  subject  should  serve  to  impress 
upon  every  pupil  the  necessity  of  the  closest  attention  to  details.  No 
other  phase  of  farm  work  demands  such  prompt  and  exact  atten- 
tion at  all  times  and  in  every  small  particular.  It  is,  however,  a 
branch  of  agricultural  industry  which  the  pupil  may  pursue  in  a  small 

199 


way  and  with  very  little  expense,  and  the  fact  that  it  does  require 
the  most  exact  attention  to  small  things  makes  it  unusually  valuable 
in  forming  habits  of  business  discipline. 
Teach: 

1.  Different  classes  of  chickens — 

a.  Breeds  included  under  each  class. 

b.  The  characteristics  and  habits  of  each  breed. 

2.  What  is  meant  by  moulting? 

a.  The  age  at  which  chickens  of  the  different  breeds  reach 
maturity. 

b.  At  what  time  in  the  year  should  each  breed  of  chickens 
be  hatched  in  order  that  the  pullets  may  become  winter 
layers? 

3.  The  chemical  constituents  of  an  egg. 

4.  What  elements  must  be  supplied  in  the  food  in  order  to  stim- 

ulate egg  production? 

a.  In  what  common  farm  foods  may  these  elements  be  found? 

b.  Prepare  a  satisfactory  winter  ration  for  laying  hens. 

5.  At  what  age  are  chickens  most  profitable — 

a.  As  layers? 

b.  For  food? 

6.  The  care  of  the  flock  during  the  different  seasons  of  the  year. 

7.  The  proper  care  of  the  young  chickens. 

8.  The  more  common  diseases  of  poultry,  and  how  to  prevent 
and  cure  them. 

9.  The  several  different  plans  and  styles  of  poultry  houses. 

a.  Advantages  of  each. 

b.  Floor  space  required  for  each  chicken. 

c.  Necessity  of  ventilation,  cleanliness  and  light. 

d.  Methods  of  ventilation,  arrangement  of  windows,  etc. 
10.     The  principles  underlying  artificial  incubation. 

The  same  methods  should  be  pursued  in  the  study  of  the  care 
of  turkeys,  ducks,  and  geese.  Where  practical,  urge  the  pupils  to 
induce  their  parents  to  allow  them  to  have  the  care  of  the  poultry  on 
the  farm. 

2.  Farm  crops. 

The  A  B  C  of  the  culture  of  at  least  three  crops  common  to  the 
community  as  suggested  for -corn  in  the  sixth  grade.  (A  stand- 
ard work  on  agriculture  will  furnish  details  for  the  work.) 

3.  The  plant. 

a.  The  effects  of  climatic  conditions  on  plant  life. 

b.  How  plants  can  be  improved  by  pollination,  hybrids,   cross- 

breeds. 

c.  Selection  of  seed  and  strains. 

d.  Plant   diseases   and   methods   of  prevention   and   cure. 

4.  The  soil. 

a.     Kinds,  as  to  components,  physical  properties,  plant  food,  water- 
holding  capacity,  endurance,  adaptation  to  different  plants. 

200 


b.  Preparation  for  seed — (1)  Plowing,  as  to  reasons  for,  depth, 
time,  sub-soiling;  (2)  pulverizing  in  its  relation  to  moisture, 
plant  for  food,  intertillage,  depth,  implements;  (3)  intertil- 
lage,  as  to  purpose,  effects  of  deep  and  shallow  cultivation, 
dry  farming,  and  dust  mulch. 

0.  Soil  depletion  and  conservation — (1)  Constituents  that  may  b6 
lost,  amount  of  plant  food  that  may  be  removed  by  various 
crops,  how  constituents  are  lost;  (2)  importance  of  conser- 
vation, best  means  of  preventing  erosion  and  of  replacing 
humus  and  mineral  foods,  rotation  crops. 

5.  Live  stock  as  a  farm  resource. 

a.  Value  intrinsically  and  in  maintaining  fertility  of  soil  through 

manure. 

b.  Pastures — Various  grasses  and  other  plants  suited  for  grazing, 

methods  of  propagating  these,  value  of  pasture  land  as  com- 
pared with  that  used  for  other  purposes. 

c.  Feed  stuff — Source,  suited  to  different  kinds  of  cattle,  amount 

of  each  given  per  day. 

6.  The  orchard. 

a.  Location  in  relation  to  slope,  drainage,  and  climatic  conditions. 

b.  Preparation  of  soil  as  to  plowing,  subsoiling,  pulverizing,  and 

fertilizing;  kinds  of  soil  adapted  to  various  fruits. 

c.  Planting  fruit  trees,  pruning,  spraying,  protection  from  birds, 

insects,  and  fungus  pests. 

7.  Boys'  corn  clubs. 

a.  How  I  cultivated  my  corn  according  to  directions  given  by 

the  various  departments  of  agriculture. 

b.  How  I  measured  my  corn. 

c.  How  I  figured  the  expense  per  bushel  of  growing  my  corn. 

d.  How  I  select  and  preserve  my  seed  corn. 

c.     How  I  produced  pure-bred  seed  corn  (the  ear  and  row  method). 

8.  Girls'  canning  clubs. 

a.  How  I  gathered  my  fruit. 

b.  How  I  manage  my  home  canner. 

c.  Some  secrets  of  good  canning. 

d.  How  I  label  and  market  my  surplus  product. 

e.  Some  causes  of  failure  in  canning. 

II.     Nature  Study. 

1.  Animals.  '  -"^^ 

a.  Birds — Water   thrush,    bank    swallow,    hermit   thrush,    marsh 

hawk,  wild  geese,  wild  ducks,  red-headed  woodpecker,  sap- 
sucker,  loon,  owl,  eagles,  gull,  pine  grosbeak. 

b.  1^'rogs — Cricket  frog,  mud  puppy,  Pickering's  tree  frog. 

c.  Insects — Aphids,  rose  slug,  pear  slug,  painted  beauty,  currant 

worm,  wood  nymphs,  swallowtails,  scale  insects. 

d.  Miscellaneous — Bat,  weasel,  porcupine. 

2.  Plants. 

a.    Wild  flowers — Gentians,  pale  corydalis,  cardinal  flower,  ground- 

201 


nut,  viburnum,  Cassandra,  cohosh,  foxglove,  nightshades, 
losestrife. 

b.  Trees — Spruce,  beech,  tupelo,  linden. 

c.  Flowerless  plants — Bacteria,  pear  blight,  foul  brood. 

3.  The  school  garden. 

a.  Reasons  for,  practical  application  of  knowledge  learned,  di- 

rected exercise  and  recreation,  instilling  in  the  child  a  love 
for  the  gfowing  plant  as  directs  its  growth. 

b.  Location  and  plan  of  garden. 

0.     Preparation  of  soil  and  cultivation  of  plant. 

4.  Insect  problem. 

a.  Economic  benefit  of  knowing  good  and  bad  insects. 

b.  Insect  pests — List  of  bad  insects  in  community  and  their  life 

histories;  probable  amount  of  damage  done  by  them;  best 
methods  of  eradication;  kinds,  such  as  gnawing,  sucking, 
etc. 

c.  Beneficial  insects — List  of  those  in  the  community  and  their 

life  histories;  how  they  are  beneficial  and  their  value;  how 
they  may  be  propagated. 

d.  Insects   injurious   to   health:    (1)    Fly — life   story,   places     of 

breeding,  relation  to  typhoid  fever,  methods  of  exterminat- 
ing; (2)  mosquito — life  story,  breeding  places,  rela- 
tion to  malaria  and  yellow  fever,  methods  of  extermination. 

III.  Household  Arts, 

1.  Food. 

a.  Fruit — Kinds,  food  values,  uses,  source  of  supply,  preservation 

by  canning,  drying,  storing,  and  cooling;  preparation  of  raw 
and  cooked  fruit. 

b.  Nuts — Kinds,  food  values,   uses,   sources  of     supply,     where 

grown. 

2.  Canning. 

a.  Purposes,  kind  of  utensils  necessary,  methods  of,  in  home  and 

factory. 

b.  Products   canned — Fruits,  as   peaches,  apples,   berries;    vege- 

tables, as  beans,  tomatoes,  pumpkins,  corn,  etc. 

3.  Bread-making — Fermentation,  yeast,  chemical  reactions  in  use  of 

baking  powder,  cream  of  tartar,  soda. 

4.  Chemistry  of  cleaning. 

a.    Agents,  as  soap,  organic  compounds,  acids;  kinds  of  each,  pro- 
cess of  making,  uses. 

c.  Disinfectants,  antiseptics,  deodorizers. 

5.  Sewing — The   sewing  this   year  will   consist  chiefly  of  garment 

making. 
Machine  work:   Shirt,  shirt-waist,  graduating  dress. 
Embroidery  and  decorative  work:   Stenciling  and  block  printing. 
Making  over,  and  repairing. 
Cutting  and  pattern  making. 
Millinery:    Frame-making  and  trimming. 

202 


CHAPTER  VI. 


CHAPTER  VI.— STANDARDIZATION  OF  ELEMENTARY  SCHOOLS 

PURPOSES. 

The  State  Department  of  Education  is  undertaking  to  improve 
the  elementary  rural  schools  of  the  state  in  a  very  definite  way,  by 
establishing  some  fixed  and  certain  standards  of  excellence  among 
them.  It  proposes  to  improve  the  environment  of  the  school  by  hold- 
ing up  an  ideal  of  what  that  environment  should  become;  and  to  im- 
prove the  teaching  of  the  school  by  fixing  a  standard  for  the  teacher, 
the  amount  of  salary  and  the  length  of  the  term.  In  future,  the  De- 
partment will  standardize  the  School,  instruct  teachers  and  people 
as  to  the  use  of  the  standard,  measure  the  school  by  the  standard, 
and  recognize  and  reward  the  communities  that  reach  the  standard. 

THE  PLAN. 

The  Department  of  Education  will  furnish  to  every  school  that 
reaches  and  maintains  the  required  standard  a  metal  door  plate  suit- 
ably engraved,  guaranteeing  to  the  people  that  the  school  is  a  stand- 
ard school.  It  will  also  furnish  to  the  same  school  a  handsome 
diploma  signed  by  the  State  Superintendent  of  Public  Instruction 
and  bearing  the  seal  of  the  Department  of  Education,  to  be  framed 
and  hung  up  in  the  school  house. 

RULES. 

1.  Application  to  this  department  for  standardization  of  schools 
must  be  made  by  the  County  Superintendent  of  Schools  upon  blanks 
furnished  by  the  State  Department  and  recommended  by  him.  (2)  On 
receiving  the  application,  the  State  Superintendent  will  designate 
some  competent  person  to  inspect  the  school  and  to  make  the  report 
required  by  the  department  upon  blanks  furnished  by  the  State  oflfice. 

3.  In  order  that  a  school  may  be  entitled  to  standardization, 
every  one  in  authorty  over  such  school  must  comply  with  the  re- 
q.uirements  of  the  Department  of  Education. 

4.  On  receiving  the  proper  credentials  of  such  schools,  the  De- 
partment will  forward  to  the  subdistrict  trustee  of  the  school  the 
doorplate  and  the  diploma. 

5.  All  standardized  schools  will  be  recorded  in  the  State  ofllce. 

6.  Schools  that  fail  to  maintain  the  required  standard  will  for- 
feit the  diploma  and  the  doorplate. 


203 


SUGGESTIONS. 

Each  county  superintendent  in  the  State  who  has  schools  en- 
titled to  standardization  should  have  them  recognized  in  order  to 
stimulate  other  districts  to  raise  their  standards. 

County  Boards  of  Education  should  admit  pupils  who  complete 
the  full  course  in  a  standardized  school  to  the  County  High  School, 
without  further  examination.  In  case  this  ruling  be  made  by  the 
County  Board,  the  principal  of  such  standard  school  should  be  re- 
quired to  guarantee  the  preparation  of  his  students  to  the  Board. 

REQUIREMENTS  FOR  A  STANDARD  ELEMENTARY  SCHOOL. 

Grounds  and   Outbuildings. 

1.  Ample  play  ground,  at  least  one  acre  per  teacher  and  kept 
in  good  condition. 

2.  Good  approaches  to  the  house  and  walks  to  all  the  outbuild- 
ings. 

3.  Two  well  kept  toilets,  all  soil  pollution  avoided. 

4.  Convenient  fuel  house  or  houses. 

5.  Well  or  cistern  or  spring  belonging  to  the  school  and  tested 
for  purity  by  a  competent  authority  with  sanitary  drinking  ap- 
pliances. 

6.  Shade  trees  suitably  arranged  or  at  least  a  preparation  for 
the  &ame. 

The  School  House. 

1.  House  well  built  with  floor  space  according  to  law,  in  good 
repair  and  kept  painted. 

2.  A  good  foundation. 

3.  Properly  lighted  with  a  window  space  at  least  equal  in  area 
to  one-fifth  of  the  floor  space,  with  proper  shades  where  exposed  to 
the  sun.  * 

4.  Attractive  interior  decorations,  walls  properly  tinted  and 
clean.    Floor  and  interior  clean  and  tidy. 

5.  Good  blackboards  of  sufficient  size,  some  suitable  for  small 
children, 

6.  Heated  with  jacketed  stove  in  the  corner,  or  a  room  heater 
and  ventilator  in  the  corner,  or  basement  furnace  which  brings  clean 
air  in  through  the  furnace,  and  removed  foul  air  from  the  room,  or 
some  other  method  of  heating  and  ventilating  equally  as  good. 

Furnishings  and    Supplies. 

1.  Desks  suitable  for  all  children,  properly  placed  and  in  suffi- 
cient numbers. 

2.  A  good  teacher's  desk  and  at  least  two  chairs. 

3.  A  good  bookcase  of  proper  size  for  the  required  library  and 
in  good  condition. 

204 


4.  A  complete  set  of  standard  wall  maps  and  a  globe  at  least 
eight  inches  in  diameter. 

5.  A  good  collection  of  juvenile  books,  suitable  as  aid  to  school 
work  as  well  as  general  reading,  with  suitable  reference  books. 

6.  A  good  dictionary  for  the  grammar  grade,  and  one  for  the 
intermediate  grades. 

Organization. 

1.  The  school  well  organized  according  to  the  State  Course  of 
Study  and  following  the  same. 

2.  A  classification  and  a  daily  register  well  and  neatly  kept. 

3.  Definite  program  of  study. 

4.  Definite  program  of  recitation,  printed  in  large  letters, 
and  placed  on  the  wall  within  sight  of  every  pupil. 

5.  No  teacher  to  have  more  than  twenty-five  recitations  daily. 

6.  Attendance  regular. 

7.  A  minimum  of  seven  months  school,  the  extra  month  to  be 
provided  by  the  county  and  the  district,  or  by  the  county  or  the  dis- 
trict. 

8.  The  discipline  must  be  such  as  to  make  good  school  work 
possible,  and  tend  to  establish  sound  moral  character. 

The  Teacher. 

1.  Education.  The  teacher  must  have  at  least  two  years  train- 
ing in  a  standard  high  school  or  its  equivalent.  He  must  also  have 
at  least  two  terms  work  in  one  of  the  State  Normal  Schools,  or  in 
the  College  of  Education  of  the  State  University,  or  its  equivalent 
in  some  standard  school  recognized  by  the  State  Department  of  Edu- 
cation. In  addition,  he  must  hold  a  first  class  county  certificate  or 
one  of  the  Normal  Certificates  or  equal  rank. 

2.  The  teacher  must  receive  at  least  $50  per  month  for  the 
term. 

3.  He  must  have  at  least  two  years  experience  in  public  school 
work. 

4.  He  must  be  ranked  by  the  County  Superintendent  as  a  good 
or  superior  teacher.  He  must  attend  institutes  and  other  meetings 
called  by  the  County  Superintendent,  and  be  a  member  of  the  Ken- 
tucky Educational  Association. 

Standard  of  Work. 

1."  The  work  as  outlined  by  the  State  Course  of  Study  must  be 
well  and  thoroughly  done  to  the  satisfaction  of  the  county  superin- 
tendent. 

2.  The  discipline  must  make  good  school  work  possible  and 
tend  to  establish  sound  moral  character. 

3.  The  work  of  the  school  must  be  such  as  will  fit  the  students 
who  complete  the  work,  to  enter  a  standard  high  school, 

205 


REQUIREMENTS  FOR  AN  ADVANCED  STANDARD  ELEMENTARY 

SCHOOL. 

Grounds  and   Outbuildings. 

1.  Ample  play  ground,  at  least  one  acre  per  teacher,  and  kept 
in  good  condition;  but  no  school  shall  have  less  than  two  acres. 

2.  Good  approaches  to  the  house,  and  walks  to  all  the  outbuild- 
ings. 

3.  Two  well  kept  toilets,  all  soil  pollution  avoided. 

4.  Convenient  fuel  house  or  houses. 

5.  Well  or  cistern  or  spring  belonging  to  the  school,  and  tested 
for  purity  by  a  competent  authority,  with  sanitary  drinking  appli- 
ances. 

6.  Shade  trees  and  some  shrubbery  suitably  arranged  or  at  least 
a  preparation  for  the  same.  Where  trees  and  shrubs  are  newly 
planted,  the  school  will  be  accepted. 

The  School   House. 

1.  House  well  built,  with  floor  space  according  to  law,  in  good 
repair  and  kept  painted. 

2.  A  good   foundation,   suitably   underpinned. 

3.  Properly  lighted,  with  ,  window  space  equal ,  in  area  to  one 
fifth  of  floor  space,  with  proper  shades  where  exposed  to  the  sun. 
The  windows  must  be  adjustable  and  both  windows  and  doors  fur- 
nished with  screens. 

4.  Attractive  interior  decorations,  walls  properly  tinted  and 
clean.     Floor  and  interior  clean  and  tidy. 

5.  Good  blackboards  of  sufficient  size,  some  suitable  for  small 
children. 

6.  Heated  with  jacketed  stove  in  the  corner  or  a  room  heater 
and  ventilator  in  the  corner,  or  basement  furnace  which  brings  clean 
air  in  through  the  furnace  and  removes  foul  air  from  the  room,  or 
some  other  method  of  heating  and  ventilating  equally  as  good. 

7.  Separate  cloak  rooms  for  boys  and  girls. 

Furnishings   and    Supplies. 

1.  Desks  suitable  for  all  children,  properly  placed  and  in  suffi- 
cient number. 

2.  A  good  teacher's  desk  and  at  least  two  chairs. 

3.  A  good  bookcase  of  proper  size  for  the  required  library  and 
in  good  condition. 

4.  A  complete  set  of  standard  wall  maps,  and  a  slobe  at  least 
eight  inches  in  diameter. 

5.  A  good  collection  of  juvenile  books  suitable  as  aid  to  school 
work  as  well  as  general  reading,  with  suitable  reference  books.  There 
should  be  at  least  eighty  library  books,  ten  suitable  for  each  grade. 

6.  A  good  dictionary  for  the  grammar  grades  and  one  for  the 
intermediate  grades.  If  there  be  more  than  one  room  in  the  building, 
there  must  be  a  dictionary  in  each  room. 

206 


7.  A  set  of  measures  and  scales  and  a  good  thermometer. 

8.  At  least  two  good  wall  pictures. 

9.  All  school  books  for  the  teachers  use  that  is,  the  teacher 
must  not  borrow  books  from  the  students. 

10.  Crayon,  erasers,  pointers,  coal  bucket,  shovel,  poker,  broom 
or  floor  brush  and  a  wash  basin  and  mirror. 

Organization. 

1.  The  school  well  organized  according  to  the  State  Course  of 
Study  and  following  the  same. 

2.  Classification  and  daily  register  well  and  neatly  kept.  A  sche- 
dule of  all  school  property  including  list  of  library  and  text  books 
and  monthly  report  cards. 

3.  Definite  program  of  study. 

4.  Definite  program  of  recitation,  printed  in  large  letters  and 
placed  on  the  wall  within  sight  of  every  pupil. 

5.  No  teacher  to  have  more  than  tv/enty-five  recitations  daily. 

6.  Attendance  regular. 

7.  A  minimum  of  eight  months  school,  the  extra  month  to  be 
provided  by  the  county  and  the  district,  or  by  the  county  or  the  dis- 
trict. 

8.  The  discipline  must  be  such  as  to  make  good  school  work 
possible  and  tend  to  establish  sound  moral  character. 

9.  Written  tests  given  at  least  once  a  month  in  the  four  upper 
grades,  and  the  papers  kept  on  file  for  the  superintendent 

10.  The  provisions  for  instruction  in  agriculture,  manual  train- 
ing and  domestic  art  as  set  forth  in  the  state  course  of  study  must 
be  strictly  followed. 

The  Teacher. 

1.  Education.  The  teacher  must  have  at  least  four  years  train- 
ing in  a  standard  high  school  or  its  equivalent.  He  must  also  have 
at  least  one  years  work  in  one  of  the  State  Normal  Schools  or  in  the 
College  of  Education  in  the  State  University,  or  its  equivalent  in 
some  standard  school,  recognized  by  the  State  Department  of  Educa- 
tion. In  addition,  he  must  hold  a  State  Certificate,  a  State  Diploma 
or  an  equivalent  certificate  from  one  of  the  State  Normal  Schools  or 
the  College  of  Education  of  the  State  University,  and  he  must  have 
had  at  least  three  years  successful  experience  in  teaching. 

2.  The  teacher  must  receive  at  least  $60  per  month  for  the 
term. 

3.  He  must  have  had  at  least  three  years  successful  experience 
in  public  school  w^ork. 

4.  He  must  be  ranked  by  the  county  superintendent  as  a  good 
or  a  superior  teacher.  He  must  attend  promptly  institutes  and  other 
meetings  called  by  the  County  Superintendent,  and  be  a  member  of 
the  Kentucky  Educational  Association. 

207 


5.  He  must  make  all  records  and  reports  required  by  the  County 
Superintendent. 

Standard   of  Work. 

1.  The  work  as  outlined  by  the  state  course  of  study,  must  be 
well  and  thoroughly  done  to  the  satisfaction  of  the  County  Superin- 
tendent. 

2.  The  discipline  must  make  good  school  work  possible  and 
tend  to  establish  sound  moral  character. 

3.  The  work  of  the  school  must  be  such  as  will  fit  the  student 
who  complete  the  course  to  enter  a  standard  high  school. 

REQUIREMENTS    FOR    A    STANDARD    GRADED    SCHOOL. 
Grounds   and    Outbuildings. 

1.  Ample  and  well  kept  school  yard. 

2.  Good  approaches  to  the  house  and  walks  to  all  the  outbuild- 
ings. 

3.  Two  well  kept  toilets;   all  soil  pollution  avoided. 

4.  Convenient  fuel  house  or  houses. 

5.  Well  or  cistern  or  spring  belonging  to  the  school,  and  tested 
for  purity  by  a  competent  authority,  with  sanitary  drinking  appli- 
ances. 

6.  Shade  trees  and  some  shrubbery  suitably  arranged  or  at 
least  a  preparation  for  the  same.  Where  trees  and  shrubs  are  newly 
planted,  the  school  will  be  accepted. 

The  School    House. 

1.  House  well  built,  with  floor  space  according  to  law,  in  good 
repair  and  kept  painted. 

2.  A  good  foundation  suitably  underpinned. 

3.  Properly  lighted  with  window  space  equal  in  area  to  one  fifth 
•f  floor  space,  with  proper  shades  where  exposed  to  the  sun.  The 
windows  must  be  adjustable  and  both  windows  and  doors  furnished 
with  screens. 

4.  Attractive  interior  decorations,  walls  properly  tinted  and 
clean.     Floor  and  interior  clean  and  tidy. 

5.  Good  blackboards  of  sufficient  size,  some  suitable  for  small 
children. 

6.  Heated  with  jacketed  stove  in  the  corner  of  each  room  or  a 
room  heater  and  ventilator  in  the  corner  of  each  room  or  a  base- 
ment furnace  which  brings  clean  air  in  through  the  furnace  and  re- 
moves foul  air  from  the  room,  or  some  other  method  of  heating  and 
ventilating  equally  as  good. 

7.  Separate  cloak  rooms  for  boys  and  girls. 


208 


i- 


||ir»sr---!-»f| 


1^    rm 


MAYSLICK  TRANSPORTATION. 

1.     Wagon  Sheds.  2.     Loading  Wagons.  3.     Ready  for  the  Home  Drive. 

Consolidation  of  schools  should  take  place  where  conditions  will  per- 
mit it.    The  people  should  be  encouraged  to  study 
this  matter. 


Furnishings  and  Supplies. 

1.  Desks  suitable  for  all  children,  properly  placed  and  in  suffi- 
cient numbers. 

2.  A  good  teacher's  desk  and  at  least  two  chairs  in  each  room. 

3.  A  good  bookcase  of  proper  size  for  the  required  library  and 
in  good  condition,  in  each  room. 

4.  A  complete  set  of  standard  wall  maps,  and  a  globe  at  least 
eight  inches  in  diameter. 

5.  A  good  collection  of  juvenile  books,  suitable  as  aid  to  school 
work,  as  well  as  general  reading,  with  suitable  reference  books.  There 
should  be  at  least  eighty  library  books,  ten  suitable  for  each  grade. 

6.  A  good  dictionary  for  the  grammar  grades,  and  one  for  the 
intermediate  grades.  If  there  be  more  than  one  room  in  the  build- 
ing, there  must  be  a  dictionary  in  each  room. 

7.  A  set  of  measures  and  scales  and  a  good  thermometer  in  each 
room. 

8.  At  least  two  good  wall  pictures  in  each  room. 

9.  All  school  books  for  teachers  use,  that  is,  the  teacher  must 
not  borrow  from  students. 

10.  Crayon,  erasers,  pointers,  coal  buckets,  shovels,  pokers, 
brooms  or  floor  brushes,  and  a  wash  basin  and  mirror. 

11.  Closet  or  cupboard  for  apparatus  and  supplies. 

Organization. 

1.  The  school  well  organized  according  to  the  State  Course  of 
Study  and  following  the  same.  However,  the  course  may  be  supple- 
mented to  fill  the  needs  of  the  community. 

2.  Classification  and  daily  registers  well  and  neatly  kept.  A  sche- 
dule of  all  school  property  including  list  of  library  and  text  books  and 
monthly  report  cards. 

3.  Definite  program  of  study. 

4.  Definite  program  of  recitation,  printed  in  large  letters  and 
placed  on  the  wall  within  sight  of  every  pupil. 

5.  No  teacher  to  have  more  than  twenty-five  recitations  daily. 

6.  Attendance  regular. 

7.  A  minimum  of  eight  months  school.  The  extra  months  to 
be  provided  by  the  district. 

8.  The  discipline  must  be  such  as  to  make  good  school  work 
possible  and  tend  to  establish  sound  moral  character. 

9.  Written  tests  given  at  least  once  a  month  in  the  four  upper 
grades,  and  the  papers  kept  on  file  to  the  end  of  the  term. 

10.  The  provisions  for  instruction  in  agriculture,  manual  train- 
ing and  domestic  art  as  set  forth  in  the  State  Course  of  Study  must 
be  strictly  followed. 

11.  The  whole  school  under  the  direction  of  the  principal,  who 
shall  have  time  daily  for  supervision. 

12.  Not  fewer  than  fifteen  nor  more  than  fifty  pupils  to  the 
teacher  in  general  average,  except  in  the  high  school. 

209 


13.  Principal  and  teachers  must  meet  at  least  one  hour  every 
month  for  consultation,  and  professional  study. 

14.  The  school  must  be  supplied  with  efficient  janitor  service. 

15.  Every  standard  graded  school  must  support  at  least  a  stand- 
ard two  years  high  school  that  is,  a  third  class  high  school. 

The  Teacher. 

1.  Education.  The  Principal  must  have  at  least  four  years  train- 
ing in  a  standard  high  school  or  its  equivalent.  He  must  have  also  at 
least  one  years  work  in  one  of  the  State  Normal  Schools,  or  in  the 
College  of  Education  in  the  State  University,  or  its  equivalent  in 
some  standard  school,  recognized  by  the  State  Department  of  Educa- 
tion. In  addition,  he  must  hold  a  state  certificate,  a  state  diploma,  or 
an  equivalent  certificate  from  one  of  the  State  Normal  Schools  or 
the  College  of  Education  of  the  State  University,  and  he  must  have 
had  at  least  three  years  successful  experience  in  teaching.  All  other 
teachers  in  the  school  must  at  least  hold  a  first  class  certificate  or  its 
equivalent  from  one  of  the  State  Institutions. 

2.  The  principal  must  receive  at  least  $60  per  month  for  the 
term,  and  the  assistants  must  receive  at  least  $50  per  month  for 
the  term. 

3.  The  principal  must  have  had  at  least  three  years  successful 
experience  in  public  school  work. 

4.  The  principal  and  each  teacher,  must  be  ranked  by  the 
County  Superintendent  as  good,  or  superior  teachers.  Each  teacher 
must  attend  promptly  institutes  and  other  meetings  called  by  the 
county  superintendent  and  be  members  of  the  Kentucky  Educational 
Association. 

5.  The  principal  must  make  all  records  and  reports  required  by 
the  county  superintendent  and  by  the  State  Department  of  Educa- 
tion. 

6.  Monthly  reports  must  be  made  to  parents  of  pupils'  prog- 
ress, and  also  of  any  defect  in  sight,  hearing  or  other  physical  dis- 
ability which  the  teacher  may  have  discovered. 

Standard   of  Work. 

1.  The  work  as  outlined  by  the  State  Course  of  Study  must  be 
well  and  thoroughly  done,  to  the  satisfaction  of  the  county  superin- 
tendent. 

2.  The  discipline  must  make  good  school  work  possible  and  tend 
to  establish  sound  moral  character. 

3.  The  work  of  the  grammar  grades  must  be  such  as  will  fit  the 
students  who  complete  them,  to  enter  any  standard  high  school. 

4.  The  work  of  the  high  school  must  be  up  to  the  standard  of 
a  thrd  class  high  school,  and  must  be  recognized  by  the  State  Depart- 
ment of  Education. 


210 


RURAL  SCHOOL  LIBRARY. 

Reference. 

Adams,   J.   H. — Harper's   indoor   book   for   boys    (Harper's    practical 

books  for  boys)  Harper,  $1.25. 
Adams,  J.   H. — Harper's   outdoor  book   for  boys    (Harper's  practical 

books  for  boys)  Harper,  $1.25. 
Carpenter,  F.  G. — Europe.    Amer.  Book  Co.  .70. 
Carpenter,  F.  G.— How  the  World  Is  Fed.  Amer.  Book  Co.     .60. 
Carpenter,  F.  G. — North  America.     Amer.  Book  Co.     .60. 
Champlin,    J.    D. — Young    Folks'     Cyclopedia      of    Common     Things. 

Holt,  $3. 
Champlin,  J.  D. — Young  People's  Cyclopedia  of  Literature  and  Art. 

Holt,  $3. 
Champlin,   J.   D. — Young   Folks'   Cyclopedia   of   Persons   and   Places. 

Holt,  $3. 
Colgrove,  C.  D. — Teacher  and  the  School.     Scribner.     $1.25. 
Eggleston,  Edward — Household  Stories  of  the  U.  S.     Appleton.  $2.50. 
Gowdy,  J.  L. — Comp.  Special  Days  in  School.  School  Educ.  ,65. 
Guerber,  H.  A. — Myths  of  Greece  and  Rome.  Illus.  Ed.  A.  B.  C.  $1.50. 
Johnson,  Constance.     When  Mother  Lets  Us  Cook.     Moffat.  .75. 
Kern,  O.  J.    Among  County  Schools.     Ginn.     $1.25. 
Longfellow    H.    W. — Complete    Poetical    Works.    Houghton.    (House- 
hold edition).  $1.50. 
Ralston,  Virginia.     When  Mother  Lets  Us  Sew.     Moffat.     .75. 
Stevenson,  B.  E.  &  Stevenson,  E.  B.     Days  and  Deeds.  Baker.  $1. 
Stevenson,   B.   E.   &   Stevenson,  E.   B.     Days  and   Deeds;    Prose   for 

Children's  Reading  and  Speaking.  Baker.     $1. 
Wilson,  A.  D.  &  E.  W.    Agriculture  for  Young  Folks.  Webb.  $1. 
World  Almanac.    Latest  vol.    New  York  World.    Cloth.    .50. 

RURAL  SCHOOL  LIBRARY. 
Grade  1. 

Aspinwall,  Mrs.  Alicia.    Short  Stories  for  Short  People.    Dutton.  $1.50. 

Brooke,  L.  L. — Johnny  Crow's  Garden.     Warne.     $1. 

Cox,   Palmer — Brownies;    Their   Book.     Century.     $1.50. 

Dodge,  M.  M. — New  Baby  World.     Century.     $1.50. 

Fox,  F.  C. — Indian  Primer.     Amer.  Book  Co.     .25. 

Grover,  E.  O. — Ed.  Folk-lore  Readers.     Book  1.     Atkinson.  .30. 

Holbrook,   Florence — Hiav/atha   Primer.     Houghton.     .40. 

Mother  Goose — Only  True  Mother  Goose.  Ed.  by  Munroe  &  Francis 

Lothrop.    .60. 
Potter,  Beatrix — Tales  of  Peter  Rabbit.     Warne.     .50. 
Richards,  L.  E. — Five-minute  Stories.     Estes.     $1.25. 


211 


Grade  2. 

Arnold,  S.  L.  &  Gilbert,  C.  B. — Ed.  Stepping  Stones  to  Literature  Sec- 
ond Reader.     Silver.     .40. 

Bigham,  M.  A. — Mother  Goose  Village.     Rand.     .45. 

Blaisdell,  E.  A.  &  M.  F.— Boy  Blue  and  His  Friends.  Little.  .40. 
(School  ed.) 

Blaisdell,  M.  F.— Polly  and  Dolly.     Little.     .40. 

Burgess,  Gellet — Goops,  and  How  to  Be  Them.   Stokes.  $1.50. 

Howliston,  M.  H. — Cat-tails  and  Other  Tales.     Flanagan.   .40. 

Lang,  Andrew — Ed.  Little  Red  Riding  Hood  and  Other  Stories.  Long- 
mans.    .28. 

O'Shea,  M.  V.--01d  World  Wonder  Stories.  Heath.  .20.  (Home  school 
classics.) 

Peary,  J.  D. — Snow-baby;  a  True  Story  with  True  Pictures.  Stokes. 
$L25. 

Walker,  M.  C— Lady  Hollyhock  and  Her  Friends.     Baker.   $1.25. 


Grade  3. 

Andrews,  Jane — Seven  Little  Sisters  Who  Live  On  the  Round  Ball 
That  Floats  in  the  Air.     Ginn.     .50. 

Baldwin,  James — Fifty  Famous  Stories  Retold.  Amer.  Book  Co.  (Ec- 
lectic readings),  .35. 

Brown,  A.  F.  &  Bell,  J.  M.— Tales  of  the  Red  Children.     Appleton.  $1. 

Collodi,  C. — pseud.  Pinocchio.     Ginn.     .40. 

Eddy,  S.  J. — Comp.     Friends  and  Helpers.     Ginn.   .60. 

Grimm,  J.  L.  K.  &  W.  K. — Household  Stories,  translated  by  Lucy 
Crane.     Macmillan.     $1.50. 

Holbrook,   Florence — Book  of  Nature   Myths.   Houghton.     .45. 

Kipling,  Rudyard — Just-so  Stories.  Doubleday.  $1.20. 

Sbyri,  Johanna — Heidi.     Ginn.     .40. 

Williston,  T.  P. — Japanese  Fairy  Tales.    Rand.  .50. 

r''  •'T'- :•■  '  :ri- '■'■■':  ■■;■•      r.        ^  -• 

Grade  4. 

Aanrud  Hans — Lisbeth  Longfrock.     Ginn.     .40. 

Baldwin,  James — Thirty  More  Famous  Stories.     Amer.  Book  Co.  .35. 

Brooks,  E.  S. — True  Story  of  Christopher  Columbus.  Lothrop.  (Chil- 
dren's Lives  of  Great  Men.)   $1.50. 

Brown,  A.   F. — Lonesomest  Doll.     Houghton.   .85. 

Burnett,   F.   H. — Little  Lord  Fauntleroy.     Scribner.     $1.25. 

Carroll,  Lewis — pseud.  Alice  in  Wonderland  and  Through  the  Look- 
ing Glass.     2  V.  in  1.     Grossett,  .75. 

Otis,  James — pseud.  Toby  Tyler;  or  Ten  Weeks  With  a  Circus.  Har- 
per.    .60. 

Pyle,  Howard — Some  Merry  Adventures  of  Robin  Hood.  Scribner. 
(School  Readings.)  .50. 

Ruskin,  John — King  of  Golden  River.    Heath.     .20. 

212 


Scudder,  H.  E. — ed.  Children's  Book;  A  Collection  of  the  Best  and 
Most  Famous  Stories  and  Poems  in  the  English  Language. 
Houghton.     $2.50. 

Grade  5. 

Alcott,  L.  M.— Little  Men.     Little.     $1.50. 

Brown,   John — Rab   and   His   Friends.     Heath.      (Home   and     School 

Classics.)  .20. 
Dodge,  M.  M. — Hans  Brinker;    or  The  Silver  Skates.     Grosset.     .75. 
Grinnell,  G.   B. — Jack  the   Young  Ranchman.      Stokes.      $1.25. 
Harris,  J.   C. — Nights  with   Uncle  Remus.     Houghton.     $1.50. 
Kipling,  Rudyard — Jungle  Book.     Century.     $1.50. 
Lang,  Andrew — Story  of  Joan  of  Arc.     Button.    (Children's  Heroes.) 

.50. 
Morley,  M.  W.— Donkey  John  of  the  Toy  Valley.  McClurg.  $1.25. 
Seton,  E.  T. — Lobo,  Rag  and  Vixen.     Scribner.  .60. 
Tappan,  E.  M.— In  the  Days  of  Alfred  the  Great.     Lothrop.     $1. 

Grade  6. 
Alcott,  L.  M.— Little  Women.     Little.     $1.50. 
Barbour,  R.  H. — Captain  of  the  Crew.     Appleton.     $1.50. 
French,  Allen — Junior  Cup.  Century.     $1.50. 
Munroe,  Kirk — Flamingo  Feather.  Harper.  .60. 
Pyle,   Howard — Story   of   King   Arthur   and   His   Knights.      Scribner. 

$2.50. 
Schmidt,    Ferdinand — William    Tell.      McClurg.      (Life     stories      for 

young  People.)  .50. 
Sewell,  Anna — Black  Beauty.     Page.     $1.25. 
Tappan,  E.  M. — American  Hero  Stories.     Houghton.     .55. 
Wiggin,  K    D. — Polly  Oliver's  Problem.     Houghton.     .40. 
Wyss,  J.  D. — Swiss  Family  Robinson.     Ginn.     .45. 

Grade  7. 

Austin,  O.  P. — Uncle  Sam's  Secrets.     Appleton.     .75. 

Canfield,  H.  S. — Boys  of  Rincon  Ranch.     Century.     $1. 

Clemens,  S.  L. — ^Adventures  of  Tom  Sawyer.     Harper.  $1.75. 

Dix,  B.  M. — Merrylips.     Macmillan.  .75. 

Eastman,  C.  A. — Indian  Boyhood.     McClurg.     $1.60. 

Jewett,  S.  O. — Betty  Leicester.     Houghton.     $1.25. 

Mabie,  H.  W. — Heroes  Every  Child  Should  Know.     Doubleday.     .90. 

Pyle,  Howard — Men  of  Iron.     Harper.     $2. 

Roberts,  C.  G.  D.— Kindred  of  the  Wild.     Grosset.     .75. 

Stoddard,  W.  O.— Little  Smoke;  A  Tale  of  the  Sioux.    Appleton.  $1.50. 

Grade  8. 

Baldwin,  James — Story  of  Siegfried.     Scribner.     $1.50. 
Bostock,  F.  C. — Training  of  Wild  Animals.     Century.     $1. 
Brooks,  Noah — Master  of  the  Strong  Hearts.     Scribner.     $1.25. 
Jacobs  Mrs.  C.  E. — Texas  Blue  Bonnet.     Page.     $1.50. 

213 


Kipling,  Rudyard— Captains  Courageous.     Century.     $1.50. 
Macleod,  Mary — Shakespeare  Story  Book.     Barnes.     $1.75. 
Montgomery,  L.  M. — Anne  of  Green  Gables.     Page.     $1.50. 
Pyle,  Howard — Story  of  Jack  Ballister's  Fortunes.  Century.     $2. 
Slocum,  Joshua — Around  the  World  in  the   Sloop  Spray.     Scribner. 

(School  Reading)  .50. 
Stevenson,  R.  L. — Treasure  Island.     Scribner.     $1. 

Prepared  for  Department  of  Education  January  22,  1913. 

By  FANNIE   C.  RAWSON,   Secretary. 

FARMERS'    BULLETINS. 

The  following  bulletins,  issued  by  the  United  States  Department 
of  Agriculture,  will  be  sent  free  on  request.  Letters  should  be  ad- 
dressed to  the  Secretary  of  Agriculture,  Washington,  D.  C. 

Corn. 

Bulletin  No.  199.     Corn  growing. 

229.     The  production  of  good  seed  corn. 

253.     Germination  of  seed  corn. 

272.     A  successful  seed  corn  and  hog  farm. 

298.     Food  value  of  corn  and  corn  products. 

303.     Corn  harvesting  machinery. 

313.     Harvesting  and  storing  corn. 

409.     School  lessons  on  corn.  (Very  fine;  contains  a  full 

bibliography  of  books  and  bulletins  on  subjects 

connected  with  corn.) 

Dairying  and  the  Dairy  Herd. 

32.  Silos  and  silage. 

42.  Facts  about  milk. 

55.  The  dairy  herd. 

63.  Care  of  milk  on  the  farm. 

106.  Breeds  of  dairy  cattle. 

114.  Skim  milk  in  bread  making. 

241.  Buttering  making  on  the  farm. 

166.  Cheese  making  on  the  farm. 

348.  Bacteria  in  milk. 

363.  The  use  of  milk  as  food. 

413.  The  care  of  milk  and  its  use  in  the  home. 


Bulletin  No. 


Poultry. 

Bulletin  No.     41.  Fowls,  care  and  feeding. 

51.  Standard  varieties  of  chickens. 

64.  Ducks  and  geese. 

141.  Poultry  raising  on  the  farm. 

182.  Poultry  as  food. 

200.  Turkeys,  varieties  and  management. 

287.  Poultry  management. 

214 


Farm   Animals. 


Bulletin 

No. 

55. 

96. 
106. 
159. 
170. 
179. 
205. 

Circular 

No. 

23, 

The  dairy  herd. 
Raising  sheep  for  mutton. 
Breeds  of  dairy  cattle. 
Scab  in  sheep. 
Principles  of  horse  feeding. 
Horseshoeing. 
Pig  management. 

Agricultural  Experiment,  Station,    Madison, 
A  catechism  on  bovine  tuberculosis. 


Wis. 


Bulletin  No.     35. 

56  and  316. 

91. 

251  and  320. 

295. 


Potatoes. 

Potato  culture. 
Potato  scab. 
Potato  diseases. 
Potato  spraying. 
Potatoes  as  food. 


Insects  on  the  Farm. 

U.  S.  Department  of  Agriculture,  Bureau  of  Entomology: 

Circular  No,     16.  The  larger  corn  stalk  borer. 

67.  The  clover  root  borer. 

73.  The  plum  curculio. 

84.  The  grasshopper  problem. 

.    .  87.  The   Colorado  beetle    (potato  bug). 

92.  Mites  and  lice  on  poultry. 

98.  The  apple  tree  tent  caterpillar. 

Bulletin  No.     99.  Three  insect  enemies  of  shade  trees. 

132.  Insect  enemies  of  growing  wheat. 

196.  The  usefulness  of  the  American  toad. 

275.  The  gypsy  moth. 

284.  Insect  enemies  of  the  grape. 

Horticulture. 

Bulletin  No.     87.  Orchards,   cover  crops,  and   cultivation. 

113.  The  apple  and  how  to  grow  it. 

154.  The  home  fruit  garden. 

181.  Pruning. 

198.  "Strawberries. 

213.  Raspberries. 

283.  Spraying  for  apple  diseases. 

293.  Use  of  fruit  as  food. 


Weeds. 

Bulletin  No.    28.    Weeds,  and  how  to  kill  them. 

86.     Thirty  poisonous  plants. 
Wisconsin  Agricultural  Experiment  Station,  Madison: 

215 


Bulletin  No.  179. 
Circular  No.     19. 


Bulletin  No.  154. 

218. 
255. 


Bulletin  No. 


44. 

85. 
126. 
134. 
256. 
270. 
342. 

343. 
317. 
345. 
332. 
389. 
375. 
459. 
468. 


The  eradication  of  farm  weeds  with  iron  sulphate. 
The  control  of  quack  grass. 

School   and    Home  Gardens. 

The  home  fruit  garden. 

School  gardens. 

The  home  and  vegetable  garden. 

General. 

Commercial  fertilizers. 
Fish  as  food. 

Practical  suggestions  for  farm  buildings. 
Tree  planting  on  rural   school  grounds. 
Preparation  of  vegetables  for  the  table. 
Modern  conveniences  for  the  farm  home. 
Cooking  beans  and  other  vegetables — a  model  kit- 
chen. 
Cultivation  of  tobacco  in  Kentucky  and  Tennessee. 
The  farm  home. 
Some    common    disinfectants. 
Nuts  and  their  uses  as  food. 
Bread  and  bread  making. 
Care  of  food  in  the  home. 
House  flies. 
Forestry  in  nature  study. 


21  fi 


INDEX 


Page 

Agriculture,  First  Grade   68 

iSeoond  Grade  79 

Third  Grade -- 107 

Fourth  Grade  122 

Fifth  Grade  134 

Sixth  Grade  - 147 

iSeventh  Grade  171 

Eighth  Grade 198 

Alternations, 36 

Alternations,  Third  Grade 81 

Fourth  Grade  106 

Fifth   Grade   124 

Sixth  Grade  140 

iSeventh  Grade  151 

Eighth   Grade    176 

Arithmetic,  First  year  62 

Second  Year  75 

Third  Year   .: 98 

Fourth  ^ear  11,5 

iFifth  Year 131 

Sixth  Grade 145 

ISeventh  Grade 162 

Eighth  Grade   182 

Bulletins,  Farm  214 

Chapter,  I 3 

II : 9 

III  ., , 22 

IV  ^ 35 

V  44 

VI  203 

Character  Building 9 

Children,  Position  and  Manner  of 16 

Civil  Government,  Seventh  Grade 169 

lEighth  Grade 197 

217 


Page 
Class  Worir,  Objects  of - - 13 

Common  iSchool  Graduates  38 

Construction  Work,   Second  Year 76 

Composition,  iSeventli  Grade 160 

Eighth  Grade 181 

Correlations,  Third  Year 81 

Fourth  lear 106 

Fifth  Year  124 

Sixth    Year   140 

(Seventh  Year 151 

Eighth  Year  ._ 181 

Course  of  Study  35 

Course  of  Study,  Redirection  of 27 

Law  Pertaining  to  41 

Outlined  by  Month  48 

County  Graduation  iEtxercises  39 

Daily  Program,  The 44 

Discipline  9-11-18 

Drawing   106 

Examinations    ..*  37 

Final  38 

For  Common  School  Graduates 38 

Directions  for  39 

Eighth  Grade  or.  Year  176 

iSynopsis  of  Course  177 

Alternations  and  Correlations  -  176 

Reading 177 ' 

'Spelling  178 

Grammar   and    Composition   181 

Arithmetic    182 

iGeography  189 

Physiology 189 

History 190 

Kentucky  History  197 

Civics  197 

Agriculture  198 

Nature  Study  : 201 

Household  Arts  202 

218 


Page 

First  Grade  or  Year  48 

Management  of 48 

Synopsis  of  Course 50 

iSuggesti'Ons  for  50 

Directions  for 52 

Reading  50 

Writing  56 

Spelling 57 

Language  58 

Arithmetic   (Number)   62 

Hand   Work  - 63 

Agriculture  ^8 

Nature  Study  6^ 

Household    Arts    69 

Fourth  Grade  or  Year 106 

Synopsis   -- 109 

Alternations  and  Correlations 109 

Reading  110 

Spelling  : Ill 

Language  - —  113 

Arithmetic   115 

Home   Geography  117 

Agriculture  122 

Nature  Study  123 

Household   Arts   123 

Fifth  Grade  or  Year  ., 124 

Synopsis  124 

Correlations  and  Alternations 124 

Reading   125 

Writing  125 

(Spelling   - 127 

Language  - 129 

Arithmetic 131 

Geography  132 

Physiology  132 

History,  Primary  134 

Agrirulture  134 

Nature  Study 137 

Household  Arts   - 138 

Geography  Home,    Third    Grade 103 

Home,  Fourth  Grade  117 

Primary,  Fifth  Grade 132 

Primary,  Sixth  Grade  -  146 

Complete,  Seventh  Grade  163 

Complete,  Eighth  Grade  189 

219 


Page 
Graduates,  Examination  for  Common  School 38 

Graduation,  lOounty  Exercises  39 

Handwork,  First  Grade 63 

ISecond  Grade  76 

Heating 11 

History,  (Fifth  Grade,  Primary  134 

iSixth  Grade,  Primary  147 

iSeventh  Grade,  Advanced  169 

Eighth  Grade,  Advanced  190 

Seventh  Grade,  Kentucky  169 

Eighth  Grade,  Kentucky --  197 

(Special    Method   in 192 

Household  Arts,  First  Year 69 

Second  Year  80 

Third  Year 106 

iPourth  Year  123 

Fifth  Year 138 

Sixth  Year  150 

iSeventh  Year 175 

Eighth  Year 202 

Introduction  1 

Knowledge,  Mind  Training  and 24 

Language,  First  Grade  58 

ISecond  Grade  73 

Third  Grade -- 90 

Fourth  Grade  , 113 

Fourth  Grade  -  113 

Fifth  iGrade  129 

iSixth  Grade  144 

ISeventh  Grade  160 

Eighth  Grade 181 

Lessons,  Preparation  of  12- 

Assigning 12 

Lesson,  The  --     26 

Library,  Rural  School - 211 

Lighting  ..  : 11 

Management,    School    9 

Manner,  Personal ..10 

220 


Page 

Method,  General  22 

If   Teaching   Third   Header 82 

Special  in  Arithmetic  183 

(Special  in  Geography  163 

'  iSpecial  in  History  192 

Mind    Training   21 

Nature  Study  First   Grade   68 

Second   Grade   79 

Third  Grade   - 100-107 

Fourth  Grade  123 

Fifth  Grade 137 

iSixth  Grade 149 

iSeventh  Grade  174 

Eighth  Grade  201 

Order  18 

Organization  of  Rural  Schools 35 

With  One  Teacher 35 

Personal  IManners   16 

Physiology,  Fifth  Grade  132 

iSixth  Grade  146 

ISeventh  Grade  - 168 

Eighth  Grade 189 

Play,  the  Educative  Value  of 19 

Give  Them  a  Place  to .•. 20 

Practice,  Theory  and  22 

Principles  of  Teaching  22 

Principles,  A  Declaration  of 6 

Position  and  Manner  of  €hildren 16 

Program,  the  Daily  ^ 44 

Questioning,  Art  of  15 

Reading,  First  Year  50 

Second   Year 70 

Third    Year    83 

Fourth  Year  110 

Fifth  Year  125 

(Sixth  Year 141 

iSeventh   Year   1 52 

Eighth  Year 177 

221 


Page 
Records 41 

Register,  The  School  41 

Requirements     for   Standard  Elementary   School 204 

For  Advanced  Standard  Elementary  School 206 

For   Standard  Graded   School 208 

Reviews,   Written    37 

Rural  School,  The  3 

Function  of  3 

Organization   of 35 

Library 211 

Second  Grade  or  Year  70 

Synopsis  of  Course 70 

Reading    70 

Writing   72 

Spelling 72 

Language    73 

Arithmetic    75 

Handwork  76 

Agriculture  , 79 

Nature  Study  79 

Household  Arts   80 

Self-examination  of  the  Teacher .' .,. 33 

Seventh  Grade  or  Year — — .- -■  151 

Synopsis  of  (Course 152 

Alternations  and  Correlations 151 

Reading    152 

Spelling  158 

Grammar  and  Composition 160 

Arithmetic  - 162 

Geography  163 

Physiology  •- 168 

History  United  States  169 

History,  Kentucky 169 

Agriculture 171 

Nature  Study 174 

Household    Arts    175 

Writing  155 

Civics  169 


222 


Page 

Sixth  Grade  or   Year   13D 

Synopsis  of  Course  140 

Alternations   and   Correlations 140 

Reading   141 

Spelling  -- 142 

Language  144 

Arithmetic  145 

Geography  146 

Physiology  146 

History   147 

Agriculture   .' - 147 

Nature   Study  149 

Household  Arts --  1^0 

Spelling,  First   Grade  57 

Second  Grade  72 

Third    Grade    88 

Fourth   Grade    Ill 

iFifth  Grade   127 

Sixth  Grade  142 

iSeventh  Grade  158 

Eighth  Grade  178 

Standards,   General   of  Teaching ; 31 

Standardization  of   Elementary    Schools 203 

^Ptequirements  for  Standard  Elementary  School 204 

Requirements  for  Advanced  Standard  Elementary 

School 206 

Requirements  for  Standard  Graded  iSchool 208 

Suggestions,  General  28 

Suggestions  and  Directions 70  and  83 

Synopsis  of  First  Year  Course  50 

Second  Year  Course  70 

Third  Year  Course  81 

Fourth  Year  Course  ; 109 

Fifth  Year  Ccurba  124 

Sixth  Year  Couicc^ 140 

Seventh  Year  Course  152 

Eighth  Year  Course  177 

iSystem,  Necessity  for  , 10 

Teacher,  Estimate  of  the  17 

Self-examination  of  :. Z6 

Individuality  of 35 

A  Student  17 

223 


Page 

Teaching,  Principles  of 22 

General  Standards  of  31 

Method  of  in  Third  Reader 82 

Third  Grade  or  Year  81 

Synopsis  of  Course  81 

Reading  82 

Writing   87 

Spelling    88 

Language   90 

Arithmetic    -• 98 

Drawing    106 

Agriculture  107 

Nature  Study  107 

Household    Arts 108 

Unprepared  Pupils,  Treatment  of 15 

Ventilation 11 

Writing,  First  Year  5e> 

Second  Year  72 

Third    Year    87 

Fourth  Year  : Ill 

Fifth  Year  126 

Sixth  Year  142 

Seventh  Year  155 

Eighth  Year  178 


224 


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LD  21-100m-l,'54(1887sl6)476 


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